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Journal articles on the topic 'E-learning experience'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

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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Filippova, Diana Nikolaevna, Marat Iskhakovich Ivaev, and Daria Sergeevna Malakhova. "E-LEARNING: EXPERIENCE OF PRACTICAL APPLICATION." Journal of Applied Research 9, no. 11 (2022): 725–30. http://dx.doi.org/10.47576/2712-7516_2022_11_9_725.

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Shmatko, Sergey Gennadievich, and Denis Gennadievich Lovyannikov. "E-LEARNING DEVELOPMENT EXPERIENCE IN EUROPE." Nazariy va amaliy tadqiqotlar xalqaro jurnali 3, no. 4 (2023): 53–65. https://doi.org/10.5281/zenodo.8079019.

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<em>Goal. The subsection is part of the Erasmus + Jean Monnet project "Digital Economy and Education: European Experience". Its purpose is to describe the experience of the development of e–learning, identify problems, consider the experience of Europe in terms of this issue and outline development trends. Structure / methodology / approach. The paper outlines the main problems of e-learning in Europe, as well as the experience of using mass open online courses, their advantages and development trends. A separate part of the subsection is devoted to the role of free software in

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Soon, Lisa. "E-Learning and M-Learning." International Journal of Mobile and Blended Learning 3, no. 3 (2011): 43–58. http://dx.doi.org/10.4018/jmbl.2011070104.

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This research explores the relationship between e-learning and m-learning by investigating distance education students’ use of a learning management system, “Interact,” for virtual team work. The paper explores their experience of online collaborative group assignments in the subject “Information Management in Organisations.” International and local students were grouped. Each group undertook a case study project to propose solutions for identified problems in their chosen organisations. Students developed their assignment in wikis and used various tools for communication and document storage.

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Bose, Kabita. "An e‐learning experience – a written analysis based on my experience in an e‐learning pilot project." Campus-Wide Information Systems 20, no. 5 (2003): 193–99. http://dx.doi.org/10.1108/10650740310507399.

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KUPETZ, RITA, and BIRGIT ZIEGENMEYER. "Blended learning in a teacher training course: Integrated interactive e-learning and contact learning." ReCALL 17, no. 2 (2005): 179–96. http://dx.doi.org/10.1017/s0958344005000327.

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The paper discusses a blended learning concept for a university teacher training course for prospective teachers of English. The concept aims at purposeful learning using different methods and activities, various traditional and electronic media, learning spaces covering contact and distance learning, and task-based learning modules that begin with multimedia-based case stories. The learning concept is based on theories of situated learning in multimedia-enhanced learning environments. The activities discussed include classroom recordings and multimedia-based case stories, an electronic interv

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Nishimura, Shoji, Douglass J. Scott, and Shogo Kato. "E-Learning Practice and Experience at Waseda E-School." International Journal of Distance Education Technologies 7, no. 3 (2009): 44–62. http://dx.doi.org/10.4018/jdet.2009070103.

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Ahmad, Aang Ibnu, and Seandy Satrio Rianto Seandy. "The Influence of Multimedia Technology on Deep Learning E-Learning Application." West Science Interdisciplinary Studies 2, no. 01 (2024): 184–87. http://dx.doi.org/10.58812/wsis.v2i01.583.

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In this research we collected data from a number of users of e-learning applications that have different multimedia features. We do this through survey methods and statistical analysis. Multimedia technology has become an important component in e-learning platforms, allowing users to interact with learning materials more dynamically. The research results show that multimedia technology has a significant positive effect on the e-learning user experience. When multimedia is used effectively, users feel more engaged, understand the material better, and are more satisfied with their learning exper

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Sewwandika VH, W. V. H., Shanaaz UF, G. Shashini, and Roshan Peiris. "Experience and attitudes towards e-learning among 1st year undergraduate students in health-related faculties during COVID 19 pandemic." Bangladesh Journal of Medical Education 15, no. 2 (2024): 3–26. http://dx.doi.org/10.3329/bjme.v15i2.75129.

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Objectives: The present study aimed to determine the experience and attitudes towards e-learning, contributory factors that influence the experience and attitudes towards e-learning among 1st year undergraduate students of Faculty of Dental Sciences (FDS), Faculty of Medicine (FOM), Faculty of Veterinary Medicine and Animal Sciences (FVMAS) and Faculty of Allied Health Sciences (FAHS) of University of Peradeniya, Sri Lanka during Covid 19 outburst. Methods: A Google form-based questionnaire was used, and 406 responses were received. The questionnaire had demographic data and socio-economic sta

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Latrous, Wijdène Ouerghi, and Manel Khadraoui. "Cultural Challenges of E-Learning Experiences." International Journal of E-Services and Mobile Applications 12, no. 3 (2020): 18–37. http://dx.doi.org/10.4018/ijesma.2020070102.

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Globalization and advances in information and communication technologies have increased the diversification of the characteristics of targeted students. The cultural diversity of users benefits learning but challenges institutions. In this context, we are trying to identify the cultural dimensions that influence the e-learning experience of users from different cultures. As we are interested in the meaning given by users to their experiences, we have conducted a qualitative study with 15 teachers and learners in a multi-cultural context. The content analysis showed the existence of four dimens

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Ariannor, Wahyudi, and Siti Abidah. "Evaluasi User Experience Sistem E-Learning Menerapkan User Experience Questionaire." Jutisi : Jurnal Ilmiah Teknik Informatika dan Sistem Informasi 11, no. 2 (2022): 383. http://dx.doi.org/10.35889/jutisi.v11i2.902.

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Ludden-Schlatter, Alicia, Amy Clithero-Eridon, Orrin Myers, et al. "Predictive Factors of Positive E-Learning Experience." Family Medicine 54, no. 6 (2022): 441–51. http://dx.doi.org/10.22454/fammed.2022.985489.

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Background and Objectives: During the COVID-19 pandemic, medical schools and residencies have utilized electronic learning (e-learning). Factors such as internet access, age, degree of introversion/extroversion, and propensity to adopt new technologies impact attitudes toward e-learning. This study investigates family medicine educators’ satisfaction, effectiveness, and feasibility perceptions of e-learning, characterizes demographic factors impacting attitudes, and identifies which aspects of e-learning are important to educators. Methods: In fall 2020, a cross-sectional survey via the 2020 C

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Ludden-Schlatter, Alicia, Amy Clithero-Eridon, Orrin Myers, et al. "Predictive Factors of Positive E-Learning Experience." Family Medicine 54, no. 6 (2022): 441–51. http://dx.doi.org/10.22454/fammed.2022.985489.

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Background and Objectives: During the COVID-19 pandemic, medical schools and residencies have utilized electronic learning (e-learning). Factors such as internet access, age, degree of introversion/extroversion, and propensity to adopt new technologies impact attitudes toward e-learning. This study investigates family medicine educators’ satisfaction, effectiveness, and feasibility perceptions of e-learning, characterizes demographic factors impacting attitudes, and identifies which aspects of e-learning are important to educators. Methods: In fall 2020, a cross-sectional survey via the 2020 C

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23

Pandu and Ahmad Nurul Fajar. "E-learning implementation using user experience questionnaire." Journal of Physics: Conference Series 1367 (November 2019): 012015. http://dx.doi.org/10.1088/1742-6596/1367/1/012015.

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Thorpe, Mary, and Steve Godwin. "Interaction and e-learning: the student experience." Studies in Continuing Education 28, no. 3 (2006): 203–21. http://dx.doi.org/10.1080/01580370600947330.

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Rolstadås, Asbjørn. "Experience from continuing education using e-learning." Journal of Intelligent Manufacturing 24, no. 3 (2011): 511–16. http://dx.doi.org/10.1007/s10845-011-0542-4.

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Tang, Yingqi, and Paula Barnett-Ellis. "Nursing Students' Learning Experience With E-books." Journal of Academic Librarianship 43, no. 1 (2017): 67–71. http://dx.doi.org/10.1016/j.acalib.2016.08.020.

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Carriero, A., B. Beomonte Zobel, L. Bonomo, et al. "E-learning in radiology: Italian multicentre experience." La radiologia medica 116, no. 7 (2011): 989–99. http://dx.doi.org/10.1007/s11547-011-0679-4.

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Gutiérrez, Isabel, M. Mar Sánchez, Linda Castañeda, and Paz Prendes. "Learning e-Learning Skills for Vocational Training Using e-Learning: The Experience Pilonting the (e)VET2EDU Project Course." International Journal of Information and Education Technology 7, no. 4 (2017): 301–8. http://dx.doi.org/10.18178/ijiet.2017.7.4.885.

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Nascimento, Fábio A., Mustafa A. Kural, and Sándor Beniczky. "Learning about e-learning – the 34th International Epilepsy Congress experience." Epileptic Disorders 24, no. 3 (2022): 623–25. http://dx.doi.org/10.1684/epd.2022.1412.

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Khan, Raja Muhammad Ishtiaq, Ashraf Ali, and Abdullah Alourani. "Investigating Learners' Experience of Autonomous Learning in E-learning Context." International Journal of Emerging Technologies in Learning (iJET) 17, no. 08 (2022): 4–17. http://dx.doi.org/10.3991/ijet.v17i08.29885.

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Autonomous learning has been identified as an effective mechanism for learning. Its importance in learning has mainly been studied by placing its diverse elements and functions in supporting and encouraging learner autonomy. The Outbreak of COVID-19 has signified its significance in the learning process. This study aims to investigate the learners' potential ability of the practices of autonomous learning during the implementation of E-learning. The research was carried out using a quantitative technique and a questionnaire design. An online questionnaire was used to collect data. Data were an

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Khan, Raja Muhammad Ishtiaq, Ashraf Ali, and Abdullah Alourani. "Investigating Learners' Experience of Autonomous Learning in E-learning Context." International Journal of Emerging Technologies in Learning (iJET) 17, no. 08 (2022): 4–17. http://dx.doi.org/10.3991/ijet.v17i08.29885.

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Autonomous learning has been identified as an effective mechanism for learning. Its importance in learning has mainly been studied by placing its diverse elements and functions in supporting and encouraging learner autonomy. The Outbreak of COVID-19 has signified its significance in the learning process. This study aims to investigate the learners' potential ability of the practices of autonomous learning during the implementation of E-learning. The research was carried out using a quantitative technique and a questionnaire design. An online questionnaire was used to collect data. Data were an

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Anggun Nadia Fatimah, Mentari Anugrah Imsa, Asep Soegiarto, and Siti Lintang Oktiara. "E-Learning Learner Experience pada Pengguna Mobile Assisted Language Learning." Risenologi 9, no. 2 (2024): 38–47. https://doi.org/10.47028/risenologi.v9i2.748.

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Pasca pandemi, adopsi teknologi digital dalam pendidikan mengalami percepatan yang signifikan, terutama dalam pembelajaran bahasa asing. Salah satu inovasi yang berkembang adalah Mobile Assisted Language Learning (MALL) yang memanfaatkan teknologi smartphone dan internet. Aplikasi Duolingo adalah salah satu platform MALL terpopuler secara global, menawarkan pembelajaran berbasis gamifikasi untuk lebih dari 40 bahasa. Popularitasnya juga meningkat pesat di Indonesia, dengan pertumbuhan pengguna mencapai enam kali lipat antara tahun 2020-2023. Penelitian ini bertujuan untuk mendeskripsikan penga

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Rudman, Elsje Magdalena. "Biomechanics for first year occupational therapy students: Enriching learning using an E-learning resource." South African Journal of Occupational Therapy 47, no. 1 (2017): 36–40. https://doi.org/10.17159/2310-3833/2017/vol47no1a7.

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ABSTRACT Teaching and learning requirements of students are constantly changing due to technological development. Teaching methods should keep abreast of technology to continue stimulating learning. E-learning in occupational therapy is developing but is still largely an unexplored field in South Africa. Method: A cross-sectional non-experimental descriptive design with a pre-test-intervention-post-test, repeated measure timeline method was used to determine change in achievement followed by a survey to determine the experience of the use of an e-learning resource. A convenience sample group o

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Azis, Yunia Mulyani, Henny Suharyati, and Sussy Susanti. "STUDENT’S EXPERIENCE OF E-LEARNING, LEARNING PROCESS AND PERCEIVED LEARNING OUTCOMES IN ECONOMIC MATH COURSE." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 3, no. 2 (2019): 67–71. http://dx.doi.org/10.33751/jhss.v3i2.1458.

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This paper reveals research findings about the effect of E-learning experiences on student learning outcomes felt for Mathematics Economics courses. This study examines perceived learning outcomes in terms of effectiveness, number and productivity of learning in the context of E-learning. The participants were undergraduate students at the School of Economis EKUITAS. The results are interpreted using quantitative and verification research approaches. The results show that the E-learning experience of students is significantly correlated with learning process, and have indirect effect on percei

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Alshaykha, Ali Mustafa Ali. "E-learning Visual Design Elements of User Experience Perspective." Tikrit Journal of Engineering Sciences 29, no. 1 (2022): 111–18. http://dx.doi.org/10.25130/tjes.29.1.9.

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The visual elements play an essential role in E-learning utilisations that impact the effectiveness of the learning users. That requires highlighting the effect of new elements of E-learning on the learning outcomes of students as well as users. The study was carried out in two phases. In the first phase, a literature review was conducted to identify the most relevant studies on the subject. This paper investigates empirical identification and examines both E-learning text and non-text related to the category of visual materials. The user experience design perspective covers literature surveys

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VICTOR, O. MATTHEWS, AKINDELE AYOOLA, NOMA-OSAGHAE ETINOSA, and UZAIRUE IDIAKE STANLEY. "A SOLAR POWERED MINI SMART E- PODIUM WITH A WIRELESS LECTURE TRANSMITTER." IJIERT - International Journal of Innovations in Engineering Research and Technology 5, no. 8 (2018): 25–32. https://doi.org/10.5281/zenodo.1445354.

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<strong>To get an effective learning experience,conscious work on the part of the teacher and students is required. The purpose of this article is to present the design and construction of a solar powered mini classroom/corporate e - podium. This paper describes h ow the proposed e - podium exactly mimics ideas and perceptions about the ways lecturers and students work with the podium within the classroom setting to deliver better educational experiences. The e - podium has software that allows each lecture to be transm itted live to the audience via a wireless link. Any mobile device or lapto

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Polding, Liz. "Leading Change – Integrating E-Learning Into an Existing Course." Legal Information Management 7, no. 1 (2007): 59–63. http://dx.doi.org/10.1017/s1472669606001174.

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Liz Polding writes about her experiences of integrating e-learning resources into existing law courses at the Oxford Institute of Legal Practice, and shares her experiences of how to ensure that their introduction and use is accepted by tutors who may not have much relevant experience. Resources used include open source options, such as Moodle, webcams, pod casts, interactive noticeboards, chatrooms and e-portfolios.

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Moʻminova Kanizaxon Yoʻldashali qizi. "LEARNING E-COMMERCE." QO‘QON UNIVERSITETI XABARNOMASI 7 (June 30, 2023): 16–18. http://dx.doi.org/10.54613/ku.v7i7.770.

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This study aims to analyze the impact of e-commerce on various aspects of business operations and consumer behavior. It explores the growth and development of online retail platforms, examining their advantages and challenges. The study investigates the factors influencing consumers' decision-making processes in online shopping, including trust, convenience, and product variety. It also examines the strategies employed by businesses to enhance customer experience and increase sales in the e-commerce landscape. Furthermore, the study evaluates the economic and social implications of e-commerce,

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Praveenkumar, Babu, M.Thangamani, and Chandra Sekar P. Dr. "An Adaptive Learning Path Optimization Algorithm for Personalized E-Learning." Recent Trends in Information Technology and its Application 8, no. 1 (2024): 1–13. https://doi.org/10.5281/zenodo.13756290.

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<em>In the rapidly evolving landscape of digital education, there is a growing need for personalized e-learning experiences that cater to individual learners' unique needs and preferences. Traditional e-learning systems often fail to adapt to the dynamic requirements of learners, resulting in decreased engagement and suboptimal learning outcomes. To address this challenge, we propose an Adaptive Learning Path Optimization Algorithm (ALPOA) designed to create personalized learning paths that dynamically adjust based on real-time learner data. The methodology involves integrating machine learnin

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M, Darshan, and Ashwini C. "E-Commerce Product Recommendation System Using Machine Learning." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 07 (2024): 1–6. http://dx.doi.org/10.55041/ijsrem36656.

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The goal of the machine learning-powered e- commerce product recommendation system is to provide a complete, end-to-end web-based platform that improves online shopping by making insightful product recommendations. This system has features for administrators as well as users, and safe access requires login credentials. To extract information from product photos, the system's backend uses machine learning models, specifically convolutional neural networks (CNNs) for image analysis. The user's buying experience is enhanced by the use of sophisticated machine learning techniques, which guarantee

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Widiastuti, Widiastuti, Febi Nur Biduri, Eka Yuniar Ernawati, and Yessy Harun. "Adaptation of E-learning during the Pandemic Towards Face-to-Face Classroom Learning." International Journal of Social Service and Research 4, no. 02 (2024): 619–28. http://dx.doi.org/10.46799/ijssr.v4i02.721.

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The COVID-19 pandemic has prompted a significant shift in the Education Dynamics landscape, necessitating a move from traditional face-to-face learning to distance learning (e-learning). In the aftermath, this research focuses on the dynamics of students readjusting to face-to-face learning. The study, employing both quantitative and qualitative analyses, includes a field study with 56 Management study program students. Objectives include exploring how students adapt to resuming face-to-face learning and emphasizing direct interactions. Preliminary findings reveal a positive inclination toward

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Wakeford, Carol. "Evolution of E-learning Projects: A Creative Experience?" Bioscience Education 18, no. 1 (2011): 1–10. http://dx.doi.org/10.3108/beej.18.2.

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Toro-Huamanchumo, CarlosJesus, Rudy Fasanando-Vela, Jessica Meza-Liviapoma, and AntonioMarty Quispe. "Undergraduate research training: E-learning experience in Peru." Education for Health 30, no. 3 (2017): 258. http://dx.doi.org/10.4103/efh.efh_56_17.

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McConnell, David. "The Experience of Collaborative Assessment in e-Learning." Studies in Continuing Education 24, no. 1 (2002): 73–92. http://dx.doi.org/10.1080/01580370220130459.

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Bansode, Sadanand Y., and Rajendra Kumbhar. "E-learning Experience using Open Source Software: Moodle." DESIDOC Journal of Library & Information Technology 32, no. 5 (2012): 409–16. http://dx.doi.org/10.14429/djlit.32.5.2650.

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Rodrigues, J. J. P. C., L. Zhou, and F. M. R. Sabino. "Enhancing e-learning experience with online social networks." IET Communications 5, no. 8 (2011): 1147–54. http://dx.doi.org/10.1049/iet-com.2010.0409.

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Klašnja-Milićević, Aleksandra, Boban Vesin, and Mirjana Ivanović. "Social tagging strategy for enhancing e-learning experience." Computers & Education 118 (March 2018): 166–81. http://dx.doi.org/10.1016/j.compedu.2017.12.002.

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Granić, Andrina. "Experience with usability evaluation of e-learning systems." Universal Access in the Information Society 7, no. 4 (2008): 209–21. http://dx.doi.org/10.1007/s10209-008-0118-z.

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Bennett, Charlie. "E‐learning in Scotland: the North Lanarkshire experience." New Library World 105, no. 11/12 (2004): 410–16. http://dx.doi.org/10.1108/03074800410568743.

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Carswell, Alan D., and Irena Bojanova. "E-Learning for IT Professionals: The UMUC Experience." IT Professional 13, no. 6 (2011): 16–21. http://dx.doi.org/10.1109/mitp.2011.97.

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