Relevant bibliographies by topics / E-learning experience

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'E-learning experience'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "E-learning experience"

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POPOOLA, Biliamin O., Oluwayinka E. SOLANKE, Lucky URHIEWHU, and Femi FOLORUNSHO. "Students' Perspectives on E-Learning Preferences, Effectiveness, and Satisfaction: Evidence from a Nigerian Public University." Niger Delta Journal of Library and Information Science 5, no. 1 (2024): 55–69. https://doi.org/10.5281/zenodo.13293295.

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About 45 million Nigerian students reportedly experienced a period of significant redundancy due to the closure of schools without alternative learning channels during the COVID-19 lockdown in 2020. During this period, the University of Medical Sciences Ondo, a typical public university in Nigeria, launched an e-learning facility for its undergraduate students. This paper explores the preference for e-learning, its perceived effectiveness, satisfaction, and other experiences of the University’s undergraduates with the e-learning facility in a developing country. A total of 516 undergradu
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Wilson, Casey McQuinn. "Learning About e-Learning – The eUniversity Experience." Proceedings of the International Conference on Networked Learning 4 (April 5, 2004): 703–7. http://dx.doi.org/10.54337/nlc.v4.9583.

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This paper presents the experiences to date of an ‘e-learning’ development project which aimed to successfully develop, deliver and support ‘e-materials’ for a masters level degree course in Information Technology and Management 100% online to a world wide community. The e-learning development project was established in early 2002 and is now at the stage that the majority of the e-materials have been developed and delivery of the MSc course is underway. This paper critically evaluates the e-learning development experience to date. Upon reflection and analysis of the development process prelimi
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Dr., Nguyen Thi Thu Trang, and Luong Xuan Minh Dr. "EFFECTIVELY USING E-LEARNING TEACHING METHODS – EXPERIENCE EVIDENCE AT THE BANKING UNIVERSITY OF HO CHI MINH CITY." Engineering and Technology Journal 8, no. 08 (2023): 2508–14. https://doi.org/10.5281/zenodo.8207935.

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In this study, the authors choose a quantitative research method to evaluate the effectiveness of using E-learning at the Banking University of Ho Chi Minh City (HUB) from the perspective of students' experiences. In which, the effectiveness of using E-learning in research is seen from three aspects, namely (1) the acquisition of course materials, (2) lecture performance, (3) satisfaction with the lesson. Lectures are based on the model of E-Learning (Johnson, 2008) with some appropriate adjustments according to actual conditions to evaluate the effectiveness of using E-learning at HUB. At
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Gilbert, Jennifer, Susan Morton, and Jennifer Rowley. "e-Learning: The student experience." British Journal of Educational Technology 38, no. 4 (2007): 560–73. http://dx.doi.org/10.1111/j.1467-8535.2007.00723.x.

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Torrado, Cespon Milagros, and Lage José María Díaz. "Gamification, Online Learning and Motivation: A Quantitative and Qualitative Analysis in Higher Education." CONTEMPORARY EDUCATIONAL TECHNOLOGY 14, no. 4 (2022): ep381. https://doi.org/10.30935/cedtech/12297.

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As a motivational teaching practice, gamification does not always work as expected. This paper supports these findings and adds the factor of online teaching, analysing the results of an experiment carried out in an online higher education context to test the relevance and motivational efficacy of ludic methodologies using learning and knowledge technology. Three groups of students (n=78, n=64, and n=74) participated in gamified experiences in the same subject. These groups were offered different approaches to the experiences, only one of which included a reward. Neither of the gamified experi
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Katuk, Norliza, Jieun Kim, and Hokyoung Ryu. "Experience beyond knowledge: Pragmatic e-learning systems design with learning experience." Computers in Human Behavior 29, no. 3 (2013): 747–58. http://dx.doi.org/10.1016/j.chb.2012.12.014.

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Fitra Abdurrachman Bachtiar, Riza Setiawan Soetedjo, Joseph Ananda Sugihdarma, Retno Indah Rokhmawati, and Lailil Muflikhah. "The Exploration of Student Emotion Experience and Learning Experience in E-learning Platform." Jurnal Nasional Teknik Elektro dan Teknologi Informasi 13, no. 4 (2024): 239–45. https://doi.org/10.22146/jnteti.v13i4.10808.

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Previous studies have shown that emotion is crucial in student learning. However, most studies in the e-learning environment have yet to consider emotion as part of learning that could lead to successful learning. Thus, this study explored the relationship between student emotion state, emotion sequences, and student learning experience. A preliminary data collection was conducted to explore the relationship between emotional experience and student learning experience, which involved 16 students. Students were asked to learn a programming subject in an e-learning environment. E-learning is des
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Lin, Kan-Min. "e-Learning continuance intention: Moderating effects of user e-learning experience." Computers & Education 56, no. 2 (2011): 515–26. http://dx.doi.org/10.1016/j.compedu.2010.09.017.

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Wu, Bing, WenXia Xu, and Jun Ge. "Experience Effect in E-Learning Research." Physics Procedia 24 (2012): 2067–74. http://dx.doi.org/10.1016/j.phpro.2012.02.303.

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Pieri, Michelle, and Davide Diamantini. "An E-learning Web 2.0 Experience." Procedia - Social and Behavioral Sciences 116 (February 2014): 1217–21. http://dx.doi.org/10.1016/j.sbspro.2014.01.371.

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Dissertations / Theses on the topic "E-learning experience"

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Draper, Christijan D. "Ships Passing in the Night? E-Learning Designers' Experiences with User Experience." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5487.

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This qualitative study investigated the extent to which a diverse sub-set of e-learning designers were aware of UX principles and practices, where their e-learning design practices overlapped with established UX practices, and where UX principles might benefit e-learning designers. E-learning has grown dramatically as an area of focus in instructional design within the last decade and a half. This growth suggests a need for a better understanding of design tools, concepts and principles that can guide an e-learning designer to design better and more effective instruction. One field of design
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Nakamura, Walter Takashi, and 992473494. "Tuxel: A Technique for User eXperience Evaluation in e-Learning." Universidade Federal do Amazonas, 2018. https://tede.ufam.edu.br/handle/tede/6330.

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Marshall, Byron, Yiwen Zhang, Hsinchun Chen, et al. "Convergence of Knowledge Management and E-Learning: the GetSmart Experience." ACM/IEEE, 2003. http://hdl.handle.net/10150/106221.

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Artificial Intelligence Lab, Department of MIS, University of Arizona<br>The National Science Digital Library (NSDL), launched in December 2002, is emerging as a center of innovation in digital libraries as applied to education. As a part of this extensive project, the GetSmart system was created to apply knowledge management techniques in a learning environment. The design of the system is based on an analysis of learning theory and the information search process. Its key notion is the integration of search tools and curriculum support with concept mapping. More than 100 students at
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Farrell, Riley Jarrett. "Accommodating Asperger's: an autoethnography on the learning experience in an e-learning music education program." Thesis, Boston University, 2013. https://hdl.handle.net/2144/10989.

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Thesis (D.M.A.)--Boston University<br>A student with Asperger's Syndrome faces a complex myriad of learning disabilities and social difficulties. The co-morbid conditions of dyslexia, Obsessive Compulsive Disorder, Attention Deficit Disorder, Attention Deficit Hyperactive Disorder and anxiety further complicate Asperger's Syndrome. Asperger's Syndrome and these conditions, singularly and in combination, have the potential to significantly hamper a student's achievement and success in learning environments. I am a person with Asperger's Syndrome, formerly diagnosed as Autism Spectrum Disorder-
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Castellanos, Ardila Julieth Patricia. "Linked data for improving student experience in searching e-learning resources." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20413.

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The collection and the use of data on the internet with e-learning purposes are tasks made by many people every day, because of their role as teachers or students. The web provides several data sources with relevant information that could be used in educational environments, but the information is widely distributed, or poorly structured. Also, resources on the web are diverse, sometimes with high quality, but sometimes not. These situations involve a difficult search of e-learning resources, and therefore a lot of time invested, because the search process – typing, reasoning, selecting, usin
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FAVARIO, LEONARDO. "A New Modular E-Learning Platform Integrating an Enhanced Multimedia Experience." Doctoral thesis, Politecnico di Torino, 2018. http://hdl.handle.net/11583/2709429.

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Information and communication technologies are rapidly disrupting the way we interact with each other in this new connected world. The transmission of multimedia information is becoming mainstream also thanks to the availability of several commercial systems. Also in the educational environment, these novel technologies are making it possible to create and manage learning objects in ways which were unthinkable a few years back and this represents the driver for the creation of new approaches to education. Seeing the ubiquitous nature of the environments where web users interact, this work star
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Faneer, Musa Khalifa A. "Multimodal e-learning : an empirical study." Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/10890.

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This empirical work aims to investigate the impact of using multimodal communication metaphors on e-learning systems’ usability, overall user experience and affective state. The study proposed a triple evaluation approach to avoid the problem of conventional assessment relying only on usability measurements of efficiency, effectiveness and user satisfactions. Usability in that sense refers only to the functionality and pragmatic side of the product and neglects other aspects of the system. Learning is a cognitive and repetitive task, requiring learners’ attention as well as their interest. The
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Zakaria, Mohd Hafiz. "E-learning 2.0 experiences within higher education : theorising students' and teachers' experiences in Web 2.0 learning." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61958/1/Mohd%20Hafiz_Zakaria_Thesis.pdf.

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This study explores and evaluates students’ and teachers’ experiences when using a range of Web 2.0 tools in Higher Education teaching and learning. It contributes to our understanding of how Web 2.0 learning communities are constructed, experienced and the nature of the participation therein. This research extends our knowledge and understanding of the Web 2.0 phenomena, and provides a framework that can assist with improving future Web 2.0 implementation.
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Evans, Shirley. "E-learning and Blindness : evaluating the quality of the learning experience to inform policy and practice." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/321/.

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The thesis focuses upon the use of e-learning by learners who are blind. Specifically, the research examined whether they could access and engage in e-learning and, if so, was this on the same basis and of the same quality as sighted learners? The thesis describes the development of a conceptual framework which distinguished between the activities of ‘accessing’, ‘using’ and ‘doing’ when engaging in e-learning. The framework was combined with cognitive load theory as the underpinning theoretical framework and used as a method of describing and understanding the quality of the learning experien
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Pereira, Fernando Antonio de Melo. "The effectiveness of MOOCs through users\' experience." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-10072018-161844/.

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MOOC (Massive Open Online Courses) is an emergent technology in education, a natural evolution of e-learning and it shows a disruptive way to learn. Although, many studies have focused on e-learning evolution, they ignore particularities of massive courses, which include the connectivity, evaluation process, virtual communities, economic and cultural impacts and other characteristics. This study sought to investigate the determinants of satisfaction and continuance of use in MOOC courses from the perspective of students. Through an online survey, 890 users of the most popular MOOC platforms ma
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Books on the topic "E-learning experience"

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1975-, Tzanavari Aimilia, and Tsapatsoulis Nicolas 1969-, eds. Affective, interactive and cognitive methods for e-learning design: Creating an optimal education experience. Information Science Reference, 2010.

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Adolescente, Fundação ABRINQ pelos Direitos da Criança e. do. Seminário internacional, avaliação sistematização e disseminação de projetos sociais, experiências e aprendizagens: International seminar, evaluation, systemization and dissemination of social projects, experience and learning. Fundação Abrinq, 2002.

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Mantelli, Alessandro. E-learning sostenibile per la didattica del giapponese Progettare per l’apprendimento autonomo. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-554-4.

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With the Lisbon 2000 Strategy, the focus of education systems has shifted from contents to competencies and due to the constant update of new technologies, education has to be considered as a lifelong process. In this context, online technologies play an increasingly crucial role. While research on learning software has mainly focused on the contents and digital medium in teaching, this study examines aspects of the digital artifacts that have been rarely investigated but are fundamental to increase the learner’s motivation, including system, interface, navigation, and graphics. Specifically,
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José, García-Peñalvo Francisco, ed. Advances in e-learning: Experiences and methodologies. Information Science Reference, 2008.

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Peñalvo, Francisco José García. Advances in e-learning: Experiences and methodologies. Information Science Reference, 2008.

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José, García-Peñalvo Francisco, ed. Advances in e-learning: Experiences and methodologies. Information Science Reference, 2008.

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Ellis, Robert A. Students' experiences of e-learning in higher education: The ecology of sustainable innovation. Routledge, 2010.

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Ellis, Robert. Students' experiences of e-learning in higher education: The ecology of sustainable innovation. Routledge, 2009.

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1952-, Goodyear Peter, ed. Students' experiences of e-learning in higher education: The ecology of sustainable innovation. Routledge, 2010.

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Michael, Spector J., ed. Finding your online voice: Stories told by experienced online educators. Lawrence Erlbaum Associates, 2007.

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Book chapters on the topic "E-learning experience"

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Macleod, Jason, and Efstathios Kefallonitis. "Trends Affecting e-Learning Experience Management." In Strategic Innovative Marketing. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33865-1_93.

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Zhang, Lekai, Shouqian Sun, Baixi Xing, Jiaqi Fu, and Shixian Yu. "Exploring Olfaction for Enhancing Multisensory and Emotional Game Experience." In E-Learning and Games. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40259-8_10.

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She, Lvjie, Jinsong Fan, and Mingliang Cao. "User Experience Research and Practice of Gamification for Driving Training." In E-Learning and Games. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23712-7_10.

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Jones, Jennifer, and Carmel McNaught. "Learning Object Evaluation and Reuse: A Hong Kong Experience." In Content Management for E-Learning. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6959-0_9.

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Bhasin, Anuj, and Surekha Lanka. "E-Learning-Based Collaborative Learning Experience in the Education Paradigm." In Lecture Notes in Networks and Systems. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7657-4_1.

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Yates, Heather N., Sreemala Das Majumder, and Blake Wentz. "Effect of International Student Competition Experience on Smart Education." In Smart Education and e-Learning 2020. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5584-8_4.

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Ng, Janny C. C., Sze-Wing Leung, Dickson T. S. Chan, Hades C. F. Tam, Benz C. L. Sze, and Ray K. C. Wong. "An Experience Sharing on e-Learning Platform Upgrade." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48978-9_22.

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Ovesleová, Hana. "E-Learning Platforms and Lacking Motivation in Students: Concept of Adaptable UI for Online Courses." In Design, User Experience, and Usability: Interactive Experience Design. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20889-3_21.

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Borgia, Fabrizio, Claudia S. Bianchini, and Maria De Marsico. "Towards Improving the e-learning Experience for Deaf Students: e-LUX." In Lecture Notes in Computer Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07440-5_21.

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Chen, Whai-En. "The Experience of Using e-Learning Platform on Cloud." In The 2nd International Workshop on Learning Technology for Education in Cloud. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7308-0_18.

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Conference papers on the topic "E-learning experience"

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Dampil, Engr Fe G., and Joel G. Dampil. "Impact of Learning Modality on Calculus Achievement: Traditional versus Flexible Learning Ubiquitous Experience." In 2025 16th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4e). IEEE, 2025. https://doi.org/10.1109/ic4e65071.2025.11075347.

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Ketipov, Rumen, Lyubka Doukovska, Emiliya Kotsarova, and Atanas Dukovski. "Enhancing User Experience in E-Learning through Incorporation of Personality Traits." In 2024 IEEE 12th International Conference on Intelligent Systems (IS). IEEE, 2024. http://dx.doi.org/10.1109/is61756.2024.10705277.

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G, Aishwarya Gowda A., Hui-Kai Su, and Wen-Kai Kuo. "Personalized E-commerce: Enhancing Customer Experience through Machine Learning-driven Personalization." In 2024 IEEE International Conference on Information Technology, Electronics and Intelligent Communication Systems (ICITEICS). IEEE, 2024. http://dx.doi.org/10.1109/iciteics61368.2024.10624901.

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Mothukuri, Uday Kumar, B. Viswanath Reddy, P. Naveen Reddy, et al. "Improvisation of learning experience using learning analytics in eLearning." In 2017 5th National Conference on E-Learning & E-Learning Technologies (ELELTECH). IEEE, 2017. http://dx.doi.org/10.1109/eleltech.2017.8074995.

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Falcinelli, Emanuela, Candida Gori, Judit Jasso, Alfredo Milani, and Simonetta Pallottelli. "E-studium: an Italian experience of blended e-learning E-studium: an Italian experience of blended e-learning." In 18th International Conference on Database and Expert Systems Applications (DEXA 2007). IEEE, 2007. http://dx.doi.org/10.1109/dexa.2007.4312976.

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Smyrnova-Trybulska, Eugenia. "E-LEARNING - EVOLUTION, TRENDS, METHODS, EXAMPLES, EXPERIENCE." In International Conference on e-Learning 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/el2019_201909f020.

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Fietze, Simon. "Podcast in Higher Education: Students' Experience and Assessment." In 2010 International Conference on e-Education, e-Business, e-Management, and e-Learning, (IC4E). IEEE, 2010. http://dx.doi.org/10.1109/ic4e.2010.132.

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Bobadilla, Jesus, Antonio Hernando, and Angel Arroyo. "e-learning experience using recommender systems." In the 42nd ACM technical symposium. ACM Press, 2011. http://dx.doi.org/10.1145/1953163.1953300.

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Shindina, Tatyana, Nina Kniazena, Natalia Usmanova, and Nina Orlova. "E-Learning: Experience and New Challenges." In 2020 V International Conference on Information Technologies in Engineering Education ( Inforino ). IEEE, 2020. http://dx.doi.org/10.1109/inforino48376.2020.9111846.

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Gunawan, Fergyanto E., Benfano Soewito, Sevenpri Candra, and Nobumasa Sekishita. "Improving E-book learning experience by learning recommendation." In 2017 4th International Conference on Electrical Engineering, Computer Science and Informatics (EECSI). IEEE, 2017. http://dx.doi.org/10.1109/eecsi.2017.8239153.

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Reports on the topic "E-learning experience"

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Ariza H., Angela Andrea. Integrating Student Teachers’ Learning through an E-portfolio. Institución Universitaria Colombo Americana, 2025. https://doi.org/10.26817/paper.30.

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This working paper reports on an action research study aimed to explore and analyze the process of creating and using an E-portfolio of evidence to promote integrative learning of Student Teachers (STs) to further their self-discovery as EFL Teachers. The Process of creating the portfolio was framed within one Practicum semester and viewed as a capstone experience addressed from the perspective of an integrative learning approach. The construction of portfolios was carried out in three phases that had a progressive and transformative intention. The analysis and the interpretation of the data r
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Apple, Lauri M., Kathleen R. Smith, Zola K. Moon, and Glenda Revelle. Creating E-Textile Activities in a Textile Design Course to Engage Female Middle School Students in STEM Learning: An Undergraduate Design Experience. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1.

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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, et al. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j11.

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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional
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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students
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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko, and Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4466.

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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as inter
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learnin
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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical cla
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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych, and Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3857.

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The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance educa
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical
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Saing, Chan Hang, Phal Chea, and Sopheak Song. Assessing Technology Readiness of Students and Teachers in Cambodian Higher Education during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.143.202311.

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The global COVID-19 pandemic brought unprecedented disruptions to the higher education landscape worldwide. Widespread school closures, driven by the imperative of social distancing to combat the virus's spread forced a rapid and dramatic shift from traditional face-to-face instruction to online learning and teaching environments in numerous countries. Recent research has highlighted the formidable challenges lower- and middle-income countries face, particularly those with weaker ICT infrastructures and less technology-ready teachers and students, when adapting to these new tech-enhanced teach
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