Evaluating critical success factors in implementing E-learning system using multi-criteria decision-making

Constructing a student development model for undergraduate vocational universities in China using the Fuzzy Delphi Method and Analytic Hierarchy Process

As the industrial structure changes, the severe shortage of high-quality technical and skilled talent in China is one of the most significant factors affecting the high-quality development of China's economy. Bridging the gap between cultivating talent from new undergraduate vocational universities and the demand for industrial talent is regarded as an efficient strategy to address the talent shortage. In addressing the gap, China is hindered by a lack of clarity regarding student development goals and effective assessment instruments. Thus, this study aimed to use the Fuzzy Delphi Method (FDM) and the Analytical Hierarchy Process (AHP) to overcome the above challenges. Specifically, we used the FDM to establish a five-level undergraduate vocational education student development model with two 2nd-level indicators, three 3rd-level indicators, eight 4th-level indicators, and 33 5th-level indicators to clarify student development goals. Then, the AHP was applied to determine the indicator weights, and a student development assessment instrument was developed to help universities acquire student development data and improve the matching degree between talent supply and demand. This study could help undergraduate vocational universities cultivate high-quality technical and skilled talent quickly to meet the demand for China's new economic system and to promote industry independence and global competitiveness.

Clinical Faculty Perceptions of Online Learning in Health Professions Education

INTRODUCTION

The purpose of this study was to investigate clinical faculty perceptions of online learning in health professions education.

METHODS

Clinical faculty members from various health professions programs in New York were surveyed to determine whether there was a relationship between clinical faculty members' attitudes toward online learning competencies and their ability to teach online. Additionally, this study explored what type of impact years of teaching experience and online training had on clinical faculty perceptions of online learning.

RESULTS

The study received 60 responses from clinical faculty, most of whom were teaching on Long Island, New York. Although the findings were not significant for most variables, a t -test demonstrated a significant statistical difference between online training and faculty perceptions of online learning. When clinical faculty completed online training, they had a more positive attitude toward online learning. The study also found that clinical faculty members' attitudes toward technology in online learning positively influenced their ability to troubleshoot technical issues in online environments. Years of online teaching experience did not affect how clinical faculty perceived online learning; however, clinical faculty with 1-5 years and 6-10 years of teaching experience rated their attitudes and abilities the lowest out of all the groups.

DISCUSSION

While there appears to be a correlation between faculty perceptions of online learning and online training, more research is needed to objectively determine which specific trainings would be most advantageous.

Is the best option still in low adoption? An investigation on factors affecting the adoption of online school education in rural areas in Sri Lanka

This research investigates rural area students' online adoption during the fourth wave of the coronavirus 2019 (COVID-19) pandemic. The main objective of this study was to identify the factors affecting the adoption of online education in rural areas in Sri Lanka. This case study was carried out based on data gathered from the online survey during the pandemic covering 16 districts in Sri Lanka. Using the ordered probit regression model through the stepwise technique, the study investigates the factors affecting the adoption of online education in rural areas in Sri Lanka. According to the results generated, attitude, perceived use, awareness, and new technology adoption have a positive impact on student adoption of online education in Sri Lanka. Online education so far is one of the effective and feasible solutions for providing education in a pandemic situation in any country. These findings are helpful for responsible educational institutions to address and contribute to key issues such as low perceived use, poor attitude, low awareness, and poor technology adoption. The study will also assist policymakers in preparing a roadmap, at the policy level with the perceived benefits of online education during similar future crises in Sri Lanka.

Supplementary Information

The online version contains supplementary material available at 10.1007/s11423-023-10201-8.

Telerehabilitation during the COVID-19 pandemic, what are the determinants of satisfaction for chronic diseases? a retrospective study

Background

During the Covid-19 health crisis, telerehabilitation provided a solution to ensure the continuity of care. Since then, it has been offered as an alternative to face-to-face rehabilitation in chronic conditions. Data measuring satisfaction are essential to adapt and increase the effectiveness of this type of programme.

Aim and scope

This research focused on determining the most significant determinants of participant satisfaction in a telerehabilitation programme.

Methods

We conducted a retrospective study by analysing the satisfaction questionnaire used from the start of the programme.

Result

Two hundred and ten (210) participants completed the programme; 180 questionnaires were filled in and 175 analyzed of which 70 with chronic low back pain (CLBP), 59 for multiple sclerosis (MS) and 22 with parkinson's disease (PD). Satisfaction was high for all participants (scoring out of 10, mean = 8.22 sd = 1.53), but the determinants reported for the three main conditions involved in the programme differed. Main determinant was "benefice" for CLBP (p = 1.23e-05), "home exercises adapted" for MS (p = 0.000679) and "interest in staying at home" for PD (p = 1.84e-05).

Conclusion

Depending on the context of the condition/disease, the drivers of satisfaction were not identical. Knowledge of these determinants will allow us to further improve the programme. However, some unresolved questions remain regarding the place of therapists, their role and the skills required for a successful telerehabilitation programme. Further studies are required to understand the impact.

The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane

Individuals attempting to study remotely during the COVID-19 lockdown will find that blended learning is a helpful solution and results in a significant increase in learning engagement. The best benefits for teachers and students are obtained by maximizing the advantages of each teaching method and by combining the advantages of online and face-to-face instruction. The study aims to investigate the effectiveness of the flex model of blended learning in teaching the mathematics subtopic of coordinates in the plane through the improvement of students' academic achievement, self-study skills and learning attitudes. A quasi-experiment was conducted to compare the academic achievement, self-study skills and learning attitudes of 46 students in the control class who used traditional methods to those of 44 students in the experimental group who used the blended learning model. The pre-and post-test results, observations, and student opinion survey were used to compile data, which were then analyzed quantitatively (with SPSS) and qualitatively. The study confirmed that blended learning positively impacts students' academic achievement in the experimental class compared with the control class (Sig (2-tailed) = 0.001 and SMD = 0.6717), as demonstrated by the outcomes of the independent t-test analysis of the two groups in the post-test phase. In addition, observations and student opinion survey results also indicated that blended learning increased student interactions with teachers and improved students' academic achievement, self-study abilities and learning attitudes. Due to time constraints, not all the students who participated in the experiment could make progress. On the other hand, the study's relatively small sample size gave the impression that the results were only partially representative of the population. As a result, additional studies focusing on improving the effectiveness of teaching and learning within different blended learning models, broadening the scope of research on the influence of blended learning in other subjects, or increasing the sample size can all be considered.

Evaluating and Prioritizing Barriers for Sustainable E-Learning Using Analytic Hierarchy Process-Group Decision Making

E-Learning is a popular computer-based teaching–learning system that has been rapidly gaining global attention during and post COVID-19. The leaping changes in digital technology have enabled E-Learning to become more effective in recent years. It offers freedom from restrictions caused by geographical boundaries and provides time flexibility in the teaching–learning process. Apart from its numerous advantages, the success of E-Learning depends upon many critical success factors (CSFs) and barriers. If the barriers that lie in the way of successful E-Learning implementation are not addressed diligently, it will limit E-Learning success. It has been revealed through past research that these barriers are serious threats that need immediate attention in their redressal. This paper attempts to reveal sixteen barriers under four different dimensions by going through a comprehensive review of the literature and engaging decision makers. Furthermore, it uses the Analytic Hierarchy Process-Group Decision Making (AHP-GDM) methodology to evaluate and prioritize them. The results obtained show that barriers related to the Institutional Management Dimension (BIMD), Infrastructure and Technological Dimension (BITD), Student Dimension (BSD), and Instructor Dimension (BID) pose the greatest challenges in the successful implementation of E-Learning. The AHP-GDM methodologies reveal the comparative relationship among these barriers as BIMD > BITD > BSD > BID and further quantify their negative effects as 46.35%, 29.88%, 12.30%, and 11.4%, respectively, on successful E-Learning systems (‘>’ indicates comparative challenges).

Leadership role and professional development of technology

The Covid-19 pandemic has indeed driven educational technology to the next higher level, especially in faculty teaching and research. There is an increasing need for faculty to embrace new technology, especially with the emergence of new normal in both teaching, learning, and research. To become conversant with the technologies, educators need opportunities for professional development. And to continue to be involved with new and evolving technologies in education, faculty members seek leadership and support. This study was carried out to investigate the leadership role in the professional development of technology in the educational delivery system of Nigerian universities. The study adopted a qualitative approach. This qualitative study randomly selected a convenience sample of 100 faculty and administrators in the faculty of education of 12 universities in Nigeria. Using focus-group discussion sessions, interviews, the researchers met with 100 participants in groups of 3 to 15 each session. Data were transcribed and entered into a database for analysis. The leadership role of faculty members, technology specialists, policy, support, and infrastructure were discussed. The study shows that to help faculty members lead the way in investigating, integrating, and evaluating technologies, faculty members need policies and leadership support, equitable access to technology, support, professional development, and recognition.

A comprehensive decision framework with interval valued type-2 fuzzy AHP for evaluating all critical success factors of e-learning platforms

The COVID 19 pandemic not only affected our health and social life in many aspects, but it also changed the classical way of training in classrooms and education preferences of society. As a solution various e-learning platforms were developed and preferred by many educational institutions where the individuals had the opportunity to try the advantages of e-learning platforms. Since the COVID-19 pandemic is neither the first nor the last epidemic, e-learning attracts more attention than ever before and the need for e-learning platforms is expected to be more in the near future. Thus it is necessary to define all critical success factors determining the efficiency of e-learning systems. E-learning platforms have advantages as well as disadvantages and comparisons involve uncertainties and qualitative assessments. A systematic approach should be used to determine the platforms' dimensions, features and weights of critical criteria. The motivation of our study is to determine the weights of all critical success criteria and offer a reliable method for evaluating e-learning platforms. In this study, the interval type-2 fuzzy Analytical Hierarchy Process was utilized to compare critical success factors of e-learning platforms. This is the most comprehensive study considering all critical success factors of e-learning platforms as an Multi Criteria decision Making problem, where 11 criteria and 106 sub-criteria were defined, evaluated and prioritized. This study provides an acceptable rationale for evaluations of e-learning platforms and the results of this study can be used in real-world performance evaluations.

Distance education tool selection using novel spherical fuzzy AHP EDAS

COVID 19 pandemic, which entered our lives suddenly, caused the change of our classical education system and forced higher education institutions to switch to distance education quickly. During this time, the need for a method that can comprehensively and scientifically evaluate the alternatives of videoconferencing tools to be used in distance education has emerged. This paper proposes a novel hybrid multi-criteria group decision-making (MCGDM) model by integrating the analytic hierarchy process (AHP) and the evaluation based on distance from average solution (EDAS) methodologies. The proposed model is developed with spherical fuzzy (SF) sets, which enable decision-makers (DMs) express their membership, non-membership and hesitancy degrees independently, and in a large three-dimensional spherical space. The applicability of the developed spherical fuzzy AHP EDAS is illustrated through a problem of selecting a videoconferencing tool for distance education. For this purpose, three DMs evaluate five popular videoconferencing tools, namely Zoom, Google Meet, Cisco WebEx, Skype and Microsoft with respect to six criteria, which are expanded with 32 related sub-criteria from the literature to more comprehensively handle the problem. The implications, sensitivity and comparative analyses, limitations and future research avenue are also given within the study.

Critical Factors to Approach the Emergency Online Teaching Due to the COVID-19

This study analyzed the critical factors to approach the emergency online teaching due to the COVID-19 pandemic in a business school in Latin America. The data were collected through a semi-structured online questionnaire administered to 94 full-time and part-time faculty members. The study identified 10 critical factors for the successful implementation of emergency online teaching. The originality of the study lies in analyzing the experience in migrating to online teaching in a Hispanic higher education academic institution.

Implementation of a Blockchain System Using Improved Elliptic Curve Cryptography Algorithm for the Performance Assessment of the Students in the E-Learning Platform

Blockchain technology allows for the decentralized creation of a propagated record of digital events, in which third parties do not control information and associated transactions. This methodology was initially developed for value transmission. Still, it now has a broad array of utilization in various industries, including health, banking, the internet of things, and several others. With its numerous added benefits, a blockchain-based learning management system is a commonly utilized methodology at academic institutes, and more specifically during and after the COVID-19 period. It also presents several potentials for decentralized, interoperable record management in the academic system in education. Integrity, authenticity, and peer-executed smart contracts (SC) are some of the qualities of a blockchain that could introduce a new degree of safety, trustworthiness, and openness to e-learning. This research proposes a unique encryption technique for implementing a blockchain system in an e-learning (EL) environment to promote transparency in assessment procedures. Our methodology may automate evaluations and provide credentials. We built it to be analytical and content-neutral in order to demonstrate the advantages of a blockchain back-end to end-users, including student and faculty members particularly during this COVID-19 era. This article explains the employment of blockchain and SC in e-learning. To improve the trust in the assessment, we propose a novel improved elliptic curve cryptography algorithm (IECCA) for data encryption and decryption. The performance of the suggested method is examined by comparing it with various existing algorithms of encryption. The evaluation of the behaviour of the presented method demonstrates that the technique shall enhance trust in online educational systems, assessment processes, educational history, and credentials.

Use of Digital Educational Technologies among Nursing Students and Teachers: An Exploratory Study

The emergence of digital educational technologies (DET) raises questions regarding the personalization of both teaching and care. DET use implies profound changes with consequences in nursing care and in nursing teaching-learning process. With the purpose of contributing to the improvement of the teaching-learning process through the use of DET, an exploratory-descriptive, cross-sectional, and observational study, with a quantitative approach (descriptive and inferential statistics), was developed. Online questionnaires were applied (n = 140 students and n = 23 teachers) after ethics committee approval. Results point to low cost and access without time/space limits as the main benefits, and decreased interaction, less physical contact, and technical difficulties as constraints. Globally, there was no difference between students and teachers in the use of DET. Still, men report more constraints than women. In this sample, the use of DET is still at an early stage. Both students and teachers are still unfamiliar with the scope and possibilities of these tools, not taking full advantage of the potential they have to offer. The impact of DET used in personalized nursing care is still yet to be understood.

Flexible e-learning video approach to improve fundus examination skills for medical students: a mixed-methods study

BACKGROUND

Training for the fundus examination using traditional teaching is challenging, resulting in low generalist physicians' confidence in performing the funduscopic examination. There is growing evidence suggesting a flexible e-learning video approach's value in teaching physical examination procedures. However, whether the flexible e-learning video approach is superior to the traditional, face-to-face (F2F) lecture-based teaching for the funduscopic exam and the cognitive processes supporting its effectiveness has not yet been determined.

METHODS

We conducted a sequential explanatory mixed-method study to compare the flexible e-learning video approach's effectiveness versus the F2F lecture-based approach for teaching the funduscopic exam to medical students at Chiba University in Japan. Medical students were randomly assigned to either a flexible e-learning video approach group or a F2F lecture approach group. We then quantitatively measured the diagnostic accuracy of funduscopic findings before and after attending the specific classrooms. Next, we conducted student focus groups to explore the students' thinking processes in the flexible e-learning video approach vs. the F2F lecture-based teaching of fundus examination. The qualitative data were analyzed using the qualitative content analysis method.

RESULTS

The mean diagnostic accuracy scores in the post-test significantly increased from pre-test in the intervention group (36.6 to 63.4%, p < 0.001). Post-post comparisons across the two groups revealed a significant difference (intervention group 63.4% vs. control group 34.6%, p < 0.001). Six semi-structured focused group interviews were conducted (n = 36). In the flexible e-learning video approach group, we identified ten categories corresponding to four levels of the revised Bloom's taxonomy: remember, understand, apply, analyze. Five categories were identified in the traditional F2F lecture approach group corresponding to three revised Bloom's taxonomy levels: understand, apply, analyze. Interrater reliability was substantial (Cohen's kappa = 0.81).

CONCLUSIONS

Teaching medical students funduscopic examination using the flexible e-learning video approach leads to improved diagnostic accuracy of funduscopic examinations. The flexible e-learning video teaching method enabled higher cognitive activity levels than the traditional, lecture-based classroom, as assessed using the revised Bloom's taxonomy.

TRIAL REGISTRATION

This study was registered with the University Hospital Medical Information Network Clinical Trials Registry on 08/02/2020 (Unique trial number: UMIN 000039434 ).

Moderating effects of academic involvement in web-based learning management system success: A multigroup analysis

While several educational institutions in India, in accordance to global practices, have adopted Web-Based Learning Management Systems (WLMS) to supplement classroom courses, it is largely seen that these WLMSs fail in their objectives, leading to little or no return on investments. The study aims to define the factors that affect students’ acceptance of a web-based learning management system and test the moderating effect of their academic involvement in the success of a WLMS. 477 valid questionnaires were collected from university/college students to empirically test the research model using the structural equation modelling approach. The results concludes that indirect and direct effects account for 49% of the variation in the intention to use, which is explained by technical system quality, information quality, educational quality, service quality of the technical support team and user satisfaction. High academic involvement moderates the impact of different service qualities of the WLMS on user satisfaction, intention to use the system, and success of the WLMS. Based on the findings, theoretical and managerial implications are discussed.

Exploring the Determinants of Service Quality of Cloud E-Learning System for Active System Usage

E-Learning through a cloud-based learning management system, with its various added advantageous features, is a widely used pedagogy at educational institutions in general and more particularly during and post Covid-19 period. Successful adoption and implementation of cloud E-Learning seems difficult without significant service quality. Aims: This study aims to identify the determinant of cloud E-Learning service quality. Methodology: A theoretical model was proposed to gauge the cloud E-Learning service quality by extensive literature search. The most important factors for cloud E-Learning service quality were screened. Instruments for each factor were defined properly, and its content validity was checked with the help of Group Decision Makers (GDMs). Empirical testing was used to validate the proposed theoretical model, the self-structured closed-ended questionnaire was used to conduct an online survey. Findings: Internal consistency of the proposed model was checked with reliability and composite reliability and found appropriate α ≥ 0.70 and CR ≥ 0.70. Indicator Reliability was matched with the help of Outer Loading and found deemed fit OL ≥ 0.70. To establish Convergent Validity Average Variance Extracted, Factor Loading and Composite Reliability were used and found deemed suitable with AVE ≥ 0.50. The HTMT and Fornell–Lacker tests were applied to assess discriminant validity and found appropriate (HTMT ≤ 0.85). Finally, the Variance Inflation Factor was used to detect multicollinearity if any and found internal and external VIF < 3. Conclusions: Theoretical model for cloud E-Learning service quality was proposed. Information Quality, Reliability, Perceived ease of use and Social Influence were considered as explanatory variables whereas actual system usage was the dependent variable. Empirical testing on all parameters stated that the proposed model was deemed fit in evaluating cloud E-Learning service quality.

Effects of COVID-19 Pandemic on University Students’ Learning

The risk of COVID-19 in higher education has affected all its degrees and forms of training. To assess the impact of the pandemic on the learning of university students, a new reference framework for educational data processing was proposed. The framework unifies the steps of analysis of COVID-19 effects on the higher education institutions in different countries and periods of the pandemic. It comprises both classical statistical methods and modern intelligent methods: machine learning, multi-criteria decision making and big data with symmetric and asymmetric information. The new framework has been tested to analyse a dataset collected from a university students’ survey, which was conducted during the second wave of COVID-19 at the end of 2020. The main tasks of this research are as follows: (1) evaluate the attitude and the readiness of students in regard to distance learning during the lockdown; (2) clarify the difficulties, the possible changes and the future expectations from distance learning in the next few months; (3) propose recommendations and measures for improving the higher education environment. After data analysis, the conclusions are drawn and recommendations are made for enhancement of the quality of distance learning of university students.

E-Learning Services to Achieve Sustainable Learning and Academic Performance: An Empirical Study

E-Learning has proven to be the only resort as a replacement of traditional face-to-face learning methods in the current global lockdown due to COVID-19 pandemic. Academic institutions across the globe have invested heavily into E-Learning and the majority of the courses offered in traditional classroom mode have been converted into E-Learning mode. The success of E-Learning initiatives needs to be ensured to make it a sustainable mode of learning. The objective of the current study is to propose a holistic E-Learning service framework to ensure effective delivery and use of E-Learning Services that contributes to sustainable learning and academic performance. Based on an extensive literature review, a proposed theoretical model has been developed and tested empirically. The model identifies a broad range of success determinants and relates them to different success measures, including learning and academic performance. The proposed model was validated with the response from 397 respondents involved with an E-Learning system in the top five public universities in the southern region of Saudi Arabia through the Partial Least Squares regression technique using SmartPLS software. Five main factors (Learner’s Quality, Instructor’s Quality, Information’s Quality, System’s Quality and Institutional Quality) were identified as a determinant of E-Learning service performance which together explains 48.7% of the variance of perceived usefulness of ELS, 71.2% of the variance of use of the E-Learning system. Perceived usefulness of ELS and use of ELS together explain 70.6% of learning and academic performance of students. Hence the framework will help achieve the sustainable and successful adoption of E-Learning services.

Evaluating Critical Influencing Factors of Desalination by Membrane Distillation Process-Using Multi-Criteria Decision-Making

Water desalination by membrane distillation (MD) can be affected by a wide range of operating parameters. The present work uses combinational approach of Analytical Hierarch process (AHP) and Fuzzy Analytical Hierarchy process (Fuzzy-AHP) to identify the most important parameters in the MD desalination. Five process parameters and key-performance indicators, named derivable outputs (DOs), are considered, along with the critical factors affecting these DOs in the current study. The DOs and the critical influencing factors (CIFs) are selected based on their experimental feasibility. The investigation involves five DOs, which are liquid entry pressure, thermal power consumption, permeate quality, permeate flux, and pumping (feed circulation) power. A total of twenty-five critical influencing factor were associated with the DOs. The identification of the DOs and CIFs was based on the literature review, and further analyses were performed. Both methods, AHP and Fuzzy-AHP, determined six extremely important CIFs in the desalination MD, which are feed temperature, feed concentration, or feed salinity; feed flow rate; membrane hydrophobicity; pore size; and membrane material. Moderately important CIFs are found to be four by both methods. These common CIFs are feed solution properties, membrane thickness, feed channel geometry, and pressure difference along the feed channel. Finally, the least preferred CIFs are four common in both methods that are MD configuration, duration of test, specific heat of feed solution, and viscosity.

Benign or disordered development? Assessment and simulation of security of highly aggregated tourist crowds in China

Arising with increasing security issues in highly aggregated tourist crowds (HATCs), widespread attention has been dedicated to security status. Assessing and forecasting the security status of HATCs in various situations related to tourist destinations is an important strategy of security management. Thus, this study constructed a system dynamic flow diagram for the security evaluation of HATCs. The relevant data were collected on perceptions of crowded tourists through questionnaires at Tianyou Peak during China's National Day (Golden Week Holiday). Additionally, efforts were made to conduct online surveys at Shanghai Disney Park and Shilin Night Market in Taipei, since crowding always occurs in these two areas. Empirical results based on Vensim software suggest that HATC status is the result of the coupling of various influencing factors and the result of the benign coupling of the three subsystems: multi-source pressure, state variation, and management response. HATC security presents a changing trend of “increase-decrease-recovery”. Differences exist in the changes of HATC security status in different spaces and at different time nodes. The findings also indicated that HATCs that appear in the daytime are more stable than HATCs that appear at special time nodes. This study highlighted that the security management of HATCs should focus on systematization, differentiation, and precision management.

Structural Equation Modeling for Mobile Learning Acceptance by University Students: An Empirical Study

Advanced mobile devices and global internet services have enhanced the usage of smartphones in the education sector and their potential for fulfilling teaching and learning objectives. The current study is an attempt to assess the factors affecting mobile learning acceptance by Saudi university students. A theoretical model of mobile learning acceptance was developed based on the technology acceptance model (TAM) and the unified theory of acceptance and use of technology (UTAUT) model. Theoretically, five independent constructs were identified as most contributory towards the use of mobile learning and tested empirically. Data were collected through an online survey and analyzed using SmartPLS. The results of the study indicate that four constructs were significantly associated with mobile learning acceptance: perceived usefulness (β = 0.085, t = 2.201, and p = 0.028), perceived ease of use (β = 0.031, t = 1.688, and p = 0.013), attitude (β = 0.100, t = 3.771, and p = 0.037), and facilitating conditions (β = 0.765, t = 4.319, and p = 0.001). On the other hand, social influence was insignificant (β = −0.061, t = 0.136, and p = 0.256) for mobile learning acceptance. The contribution of social influence towards the use of mobile learning was negative and insignificant; hence, it was neglected. Thus, finally, four constructs (perceived usefulness, perceived ease of use, attitude, and facilitating conditions) were considered as important determinants of mobile learning acceptance by university students.