Education is one domain that has accompanied civilization through the centuries, adapting its tools to fulfil the expectations of the students and the needs of the teachers. Such tools can be as obvious and traditional as pencils and a notebook, or as complex and innovative as online courses, virtual, augmented and mixed reality environments.

As the development of technology offers a rapidly increasing number of outlets for creativity and communications, the world of education is undergoing significant renovations. Each day more instructions and open educational resources can be accessed from anywhere, at any time, and at no or little cost. Many universities, public institutions and private businesses are moving into the online and virtual worlds to reach their customers, creating rich virtual presence that cannot be delivered through a simple website. Showcasing these innovative changes in education through scientific research lens is the mission of this publication.

Launched in 2011, the EAI Endorsed Transactions on e-Learning aims at exploring innovative e-learning solutions that facilitate teaching and also spark the attention and imagination of students through interactivity, immersion, variety of content, and emerging technologies. We invite submissions from e-learning leaders, researchers, and practitioners around the world. This journal has published research reports as listed in Topics and will continue to observe the trend of development. In particular, articles published have primarily addressed:

educational environments that are friendly, smart or intelligent, open, personalized, and can seamlessly support anytime anywhere learning or training.
teaching innovations such as virtual reality, mixed reality, mobile learning systems that can interact with students and teachers at a pedagogical level.
learning solutions that can support the learning of practical skills, such as science and engineering laboratories that are critical to students following STEM courses.
and the design and implementation of social learning through the integration of learning management systems and social media.

Accessibility and usability of online learning
Assessment of e-learning strategies and outcomes
Augmented reality and associated pedagogies
Best Practices of e-Learning around the world
Big Data in global e-Learning
Blended learning
Collaborative learning in in various learning environments
High-impact practices in e-Learning
Immersive learning and mixed reality
Innovative solutions for e-Learning
Intelligent learning and intelligent learning management systems
Learning analytics
Massive open online courses
Mobile learning and its large-scale implementation
Security and privacy in education and e-learning systems
Social learning and social networks
Social and organizational perspectives
Standards and infrastructures
Student engagement in various learning settings
Educational Models and Frameworks
Virtual and Augmented Learning Environments

Alberto Bucciero (Università del Salento, Italy)
Amruth Kumar (Ramapo College of New Jersey, USA)
Anasol Pena Rios (University of Essex and British Telecom)
Andrea Pandurino (Università del Salento, Italy)
Andrey Lyamin (ITMO University, Russia)
Athanassios Jimoyiannis (University of Peloponnese, Greece)
Debbie Holley (Bournemouth University, UK)
Dudley Turner (University of Akron, USA)
Ed Currie (Middlesex University, UK)
Edward Currie (Middlesex University)
Eusebio Scornavacca (University of Baltimore, USA)
Evgeniy Efimchik (ITMO University, Russia)
Francisco Bellido (Universidad de Córdoba, Spain)
George Evangelinos (Anglia Ruskin University, UK)
Goran Trajkovski (Western Governors University, USA)
Gordon Hunter (Kingston University, UK)
Jaime Meza (Universitat Politècnica de Catalunya, Spain)
Jamshid Beheshti (McGill University, Canada)
Jia Chen (Shanghai International Studies University)
John Carfora (Loyola Marymount University, USA)
John O'Connor (Dublin Institute of Technology, Ireland)
Jonathon Richter (Director of iLRN)
Leandros Maglaras (University of De Montfort, UK)
Luca Ferrari (Università di Bologna, Italy)
Mark J. W. Lee (School of Education Charles Sturt University, Australia)
Markus Helfert (Dublin City University, Ireland)
Matthias Glowatz (University College Dublin, Ireland)
Melody Buckner (University of Arizona, USA)
Michelle Crosby-Nagy (International Business School, Hungary)
Nian-Shing Chen (Editor of Educational Technology and Society)
Nicoletta Adamo-Villani (Purdue University, USA)
Nurul Badrul (Centre for Instructor and Advanced Skill Training, Malaysia)
Radhika Pai (Manipal Institute of Technology, India)
Regina Kaplan-Rakowski (Southern Illinois University, USA)
Richard Boateng (University of Ghana, Ghana)
Sabrina Leone (Università Politecnica delle Marche, Italy)
Stefano Za (LUISS University, Italy)
Steven Truxal (City University of London, UK)
Sujan Shrestha (University of Baltimore, USA)
Victor Zamudio (Instituto Tecnologico de Leon, Mexico)
Vladimír Bradáč (Ostravská Univerzita, Czech Republic)
Vladimir Uskov (Bradley University, USA)
Dagmar Caganova (Slovak University of Technology)
Xuesong Zhai (Science and Technology University of China)

Eva Brooks¹

Dr Eva Brooks is a professor of IT-based Design, Learning and Innovation at the Department of Learning and Philosophy, Aalborg University, Denmark. Furthermore, she is the director of the laboratory Xlab: Design, Learning, Innovation and deputy research leader of ILD (Interaction and Learning Designs) – see link: https://www.instagram.com/xlabdli/. Eva Brooks has strong expertise in technology-mediated play, learning, and creativity, in formal and semiformal learning practices. In this regard, her expertise relates to the design of digital technologies and learning environments as well as to creative and learning processes and outcomes that emerge when people interact with digital technologies. Her perspective considers playful, inclusive, and participatory aspects of learning, design, and innovation. Her research interest has always been attached to trans-disciplinary teamwork and thus, innately, competencies are wide with additional focus on establishing close collaborations with stakeholders, including addressing ethics, meanings and values. Furthermore, she has a strong interest and expertise in methodologies and methods for qualitative and design-oriented research. Eva Brooks is a requested expert and evaluator in the European Community and has been involved as leader in several national and European research projects. More information is available on http://personprofil.aau.dk/113007

Marco Zappatore²

Marco Zappatore is a telecommunications engineer who currently acts as a postdoctoral research fellow at the Department of Engineering for Innovation, University of Salento (Italy).

His main research interests are focused on data and knowledge management techniques, mobile crowd sensing and citizen science, semantic Web and ontologies. He is also involved in research activities dealing with sensor data management, remote engineering and applications of new learning paradigms (e.g., collaborative learning, mobile learning, BYOD, etc.). His expertise also deals with electromagnetic field measurements, radio-propagation analysis, wireless communication system (2G to 4G) planning and optimization. He is also involved in teaching activities dealing with software solutions for translators and interpreters. He has also co-authored more than 60 papers for national and international conferences and journals. He is member of several technical program committees in international conferences and journals. He acts as scientific reviewer for 12 international annual conferences and 14 international journals.

In 2014, he started collaborating with the European Alliance for Innovation (EAI) as Web Chair and TPC member/chair for several international conferences.

1: Aalborg University, Denmark
2: Marco Zappatore is a telecommunications engineer who currently acts as a postdoctoral research fellow at the Department of Engineering for Innovation, University of Salento (Italy).

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A Case Study on the Development of Adult Language, Literacy and Numeracy Skills
Appears in:
el 18: e1

Author:
Mohiuddin Ahmed

Published:
15th Jul 2019

Abstract:
Language, literacy and numeracy (LLN) are integral part of our lives, especially in workplace. In this paper, the current research on adult LLN practices are investigated. A case study based on a group of students’ LLN scores are presented in this paper. The scores are analysed and appropriate sup…Language, literacy and numeracy (LLN) are integral part of our lives, especially in workplace. In this paper,
the current research on adult LLN practices are investigated. A case study based on a group of students’ LLN scores are presented in this paper. The scores are analysed and appropriate support strategies are proposed to achieve the expected level of LLN for their qualification. There is a significant lack of research and methods to improve the LLN scores in the vocational sector to match the desired level of qualification and hence a case study in this area can be used as a reference. Additionally, the proposed approaches are purely based on classroom teaching and hence leaves a footprint to investigate further to identify ways to formalize these approaches. This contributions made in this paper will be helpful for academics and teaching staffs in the adult education sector. This paper can be used as a general reference for any qualification in the vocational education sector.
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Orchestrating a Pan-African University Alliance with the help of e-learning
Appears in:
el 18(18): e5

Authors:
Alisa Sydow, Benedetto Lorenzo Cannatelli, Alessandro Giudici

Published:
30th Oct 2018

Abstract:
Taking the salient case of an Italian Foundation that started to create a Pan-African university alliance for entrepreneurship education, we conducted a field study based on interviews and observation for a period of seven years. The aim was to understand how to overcome challenges that arise when …Taking the salient case of an Italian Foundation that started to create a Pan-African university alliance for entrepreneurship education, we conducted a field study based on interviews and observation for a period of seven years. The aim was to understand how to overcome challenges that arise when fostering entrepreneurship education programs (EEP) by orchestrating an inter-organizational network in Africa. Our study revealed that proximity and contextualization play a strategic and crucial role in orchestrating an entrepreneurial eco-system in a context shaped by resource scarcity and solid societal as well as economic problems. We contribute to scholarly and practitioner understandings of how to establish effectively EEPs together with the orchestration of an entrepreneurial eco-system in Africa.
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Analysis of Student Online Interaction Behavior: A Social Relationship Perspective
Appears in:
el 18(18): e4

Authors:
Peiyan Yuan, Hai Yu, Ping Liu

Published:
30th Oct 2018

Abstract:
Mobile opportunistic networks (MONs) have been attracting increasing amounts of attention in recent years. Characterizing user contact behavior provides a baseline to evaluate the performance of these networks. However, because the contact distribution of nodes in MONs is conventionally modeled fro…Mobile opportunistic networks (MONs) have been attracting increasing amounts of attention in recent years. Characterizing user contact behavior provides a baseline to evaluate the performance of these networks. However, because the contact distribution of nodes in MONs is conventionally modeled from a large-scale perspective, i.e., by aggregating all node pairs, the contact features of nodes with multiple social relationships are not reflected. Thus, it is not clear whether friends and strangers have similar or different contact behaviors. In this study, we aggregated the contact information of users from the real world, and discovered that two phenomena exist: (1) Most friends or strangers make contact at public hotspots, rather than private hotspots; (2) The distribution of intra-contact time (ICT) exhibits different decay factors---the ICT distribution of strangers is predominantly faster than that of friends.
more »
Innovation and Implementation of E-interactive Teaching and Learning System for History Theory Course of Sino-foreign Cooperative School-running Specialty
Appears in:
el 18(18): e3

Authors:
Tiejun Zhu, Michael Berry

Published:
30th Oct 2018

Abstract:
In the course system of Sino-foreign cooperative school-running specialty in Chinese universities, the history theory course occupies a certain proportion, but teaching results are less effective, especially in design major. The foremost reason is that the students of design majors in Chinese unive…In the course system of Sino-foreign cooperative school-running specialty in Chinese universities, the history theory course occupies a certain proportion, but teaching results are less effective, especially in design major. The foremost reason is that the students of design majors in Chinese universities emphasize more on practice and less on theories and they have less interest in learning the design history course. In order to change the phenomenon, we carried out an exploratory research where the course of Modern Design History, set up by China and United States universities' cooperative specialty, was regarded as a pilot of reform. We creatively applied diversified and emerging E-teaching and learning innovative model for design history course and launched empirical research by adopting current international prevailing network teaching resources and methods. Through practical application, the teaching effect was found outstanding.
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Studying lecturers’ behaviour patterns in Learning Management System on diﬀerent training modalities and knowledge areas
Appears in:
el 18(18): e2

Authors:
Magdalena Cantabella, Raquel Martínez-España, Belén López, Juan Antonio Yañez, Andrés Muñoz

Published:
30th Oct 2018

Abstract:
Learning Management Systems (LMS) have become the principal resource for collaboration among lecturers and students in Higher Education. A research line is the analysis of LMS users’ behaviour with the goal of developing new methodological proposals to improve the teaching process. In particular, t…Learning Management Systems (LMS) have become the principal resource for collaboration among lecturers and students in Higher Education. A research line is the analysis of LMS users’ behaviour with the goal of developing new methodological proposals to improve the teaching process. In particular, this paper analyses the lecturers’ behaviour and proposes an alternative vision of teaching evaluation on the use of LMS. Two methods are employed:(1) surveys, to measure the students’ perception on the lecturers’ methodology applied in the LMS; and (2) a statistical analysis of the events generated by lecturers in the LMS. The data have been obtained from degrees that are imparted in diﬀerent teaching modalities (on-campus, blended and online). These data have been compared over the time period of the two academic years. Among some of the ﬁndings of the study, it is observed that students may negatively perceive an excessive monitoring and availability of resources provided by lecturers.
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Systematic Review of Utilized ICTs in Quality Assurance and Accreditation of Higher Education and a Case Study of Developing Country
Appears in:
el 18(18): e1

Authors:
A. S. Haris, H. Washizaki, Y. Fukazawa

Published:
30th Oct 2018

Abstract:
Numerous studies and surveys have examined the utilization of Information and Communication Technologies (ICTs) in Higher Education (HE), but the lack of studies on the utilization of ICTs in Quality Assurance and Accreditation (QAA) of HE led us to perform a Systematic Literature Review (SLR). Thi…Numerous studies and surveys have examined the utilization of Information and Communication Technologies (ICTs) in Higher Education (HE), but the lack of studies on the utilization of ICTs in Quality Assurance and Accreditation (QAA) of HE led us to perform a Systematic Literature Review (SLR). This review mainly benefits QAA agencies and researchers interested in utilizing ICTs for QAA of HE. Several contributions of ICTs to QAA of HE are identified. 1) Compared to QAA agencies, Higher Education Institutions (HEIs) are more likely to implement ICTs. 2) Most ICTs in HEIs are for Quality Assurance (QA). 3) Most previous studies were conducted in Europe, demonstrating that efforts have been made to align QAA agencies and HEI QAA units with European Standards. Consequently, ICTs are more often utilized by European HEIs. Furthermore, we investigated the QAA status in a developing country (Afghanistan) as a case study.
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Integrating WeChat-based Mobile-Assisted Language Learning into College English Teaching
Appears in:
el 18(17): e6

Authors:
Min Guo, Minjuan Wang

Published:
3rd Oct 2018

Abstract:
WeChat, one of the most popular social networking tools in China, has attracted attention of educators to its pedagogical value such as its support for interactivity and real-time communications. Based on the literature review of mobile-assisted language learning (MALL) and WeChat, the paper aims t…WeChat, one of the most popular social networking tools in China, has attracted attention of educators to its pedagogical value such as its support for interactivity and real-time communications. Based on the literature review of mobile-assisted language learning (MALL) and WeChat, the paper aims to analyse the affordances of WeChat application in MALL, explore how to integrate WeChat-based Mobile-assisted Language Learning (MALL) into College English Curriculum so as to promote students’ engagement in learning and to improve their learning outcomes
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From structured to unstructured learning via a technology-mediated learning framework
Appears in:
el 18(17): e5

Authors:
Lindsay Miller, Junjie Gavin Wu

Published:
3rd Oct 2018

Abstract:
In this paper we propose a simple technology-mediated framework for course design. By way of a group project, students were asked to discuss issues about their local culture using their second language. We illustrate that this type of out-of-class learning stimulated the students to use a technolog…In this paper we propose a simple technology-mediated framework for course design. By way of a group project, students were asked to discuss issues about their local culture using their second language. We illustrate that this type of out-of-class learning stimulated the students to use a technologically enhanced learning environment by engaging them with meaningful communication and we show instances from the project data where the following areas were covered: content, collaboration, and learner autonomy. Smartphones, when used appropriately, can be a useful tool for content and language learning.
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A latent profile analysis of students’ motivation of engaging in one-to-one computing environment for English learning
Appears in:
el 18(17): e4

Authors:
Shan Li, Juan Zheng

Published:
3rd Oct 2018

Abstract:
This study used latent profile analysis to cluster students into three groups with homogenous motivational profiles based on self-reported self-efficacy, task value and task anxiety measures obtained from 263 middle school students. The results demonstrated that there were distinct motivation profi…This study used latent profile analysis to cluster students into three groups with homogenous motivational profiles based on self-reported self-efficacy, task value and task anxiety measures obtained from 263 middle school students. The results demonstrated that there were distinct motivation profiles among students while engaging in a one-to-one computing environment for English learning, which resulted in differences on their performance. In general, this eLearning environment had a significant positive effect on students’ learning achievements regardless of various motivation profiles. But students with high self-efficacy, task value while low task anxiety performed better than those in other profiles. This study also suggested that task anxiety impeded students from benefiting from the one-to-one computing environment, but it could not significantly affect students’ learning outcomes. The profiling of student motivation orientations enhanced our understanding of the complex interactions of various motivational components and extended our existing knowledge in this emerging area of student learning. Besides, the findings inform future interventions in curriculum design and effective scaffoldings.
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A Moral Education Learning System based on the Snakes and Ladders Game
Appears in:
el 18(17): e3

Authors:
E. O. Ibam, T. A. Adekunle, O. C. Agbonifo

Published:
3rd Oct 2018

Abstract:
Moral decadence in our society rises more and more and complaints about this issue are oftentimes about children and their future. Children are likely to disobey due to their inability to understand the effects of their decisions. Games liked by children can help in child education, especially when…Moral decadence in our society rises more and more and complaints about this issue are oftentimes about children and their future. Children are likely to disobey due to their inability to understand the effects of their decisions. Games liked by children can help in child education, especially when the moral aspects of such games are well highlighted. This paper reports the development of a Snakes and Ladders game that emphasizes the moral aspect of the game approach in order to promote moral education among children. The game was tested on twenty (20) children between the ages of 6 and 7. Their knowledge and willingness to follow moral and societal rules was tested before playing the game multiple times and also tested thereafter. It was observed that their knowledge and willingness to follow the rules improved. The game works subconsciously in helping children understand the consequences of certain moral actions in a virtual way. The Design of the system consists of the system architecture, the Use Case diagram, and a flow chart which explains all procedures in a logical sequence. A mathematical model and an algorithm are used to describe the gaming process. The system is implemented using Java programming language.
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UTAUT: Integrating Achievement Goals and Learning Styles for Undergraduates’ Behavioural Intention to Use Technology
Appears in:
el 18(17): e2

Authors:
T.C.Y. Tey, P. Moses

Published:
3rd Oct 2018

Abstract:
In Malaysia, technology use is much emphasised as the Ministry of Education foresees great potential of technology use in amplifying students’ learning. However, the great potential of technology use has not been fully realised. Therefore, the purpose of this study was to explore the influence of t…In Malaysia, technology use is much emphasised as the Ministry of Education foresees great potential of technology use in amplifying students’ learning. However, the great potential of technology use has not been fully realised. Therefore, the purpose of this study was to explore the influence of the existing antecedents in the Unified Theory of Acceptance and Use of Technology (UTAUT) model with two additional variables (achievement goal and learning styles) on undergraduates’ behavioural intention to use technology. This study also aimed to determine the best predictor of undergraduates’ intention to use technology. Hence, a quantitative survey method involving 699 undergraduates was employed in this study. The findings indicated that the undergraduates’ effort expectancy, performance expectancy, social influence and achievement goals had significant influence on their behavioural intention to use technology. This study provides insights to the education stakeholders on the necessity to enhance pedagogical technology innovations in the higher education system.
more »

Enhancing Student Engagement Through Social Media A School of Business Case Study
Appears in:
el 14(4): e4

Authors:
M. Glowatz, L. Bofin

Downloads:
918

Abstract:
While many universities have been deploying both electronic learning (eLearning) and social media applications for academic purposes, there is currently little research on the impact on their use on students’ overall learning experiences and associated learning possibilities. This paper elaborates …While many universities have been deploying both electronic learning (eLearning) and social media applications for academic purposes, there is currently little research on the impact on their use on students’ overall learning experiences and associated learning possibilities. This paper elaborates on several online academic activities, such as Facebook, Twitter and quizzes for one classroom taught school of business undergraduate (UG) module. The similarities and differences discovered across all aspects of this paper’s research findings are examined against Chickering & Gamson’s [1] seven principles of good practice teaching and Astin’s [2] five tenets of engagement. Online activities were tracked over a period of one academic semester (fifteen weeks) and results insinuate that innovative and sustainable social media can indeed be utilised in higher education to enhance student learning and engagement.
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Sub-pixel Edge Detection of LED Probes Based On Partial Area Effect
Appears in:
el 15(7): e3

Authors:
Chung-Yen Su, Li-An Yu, Nai-Kuei Chen, Jheng-Jyun Wang, Ying-Hao Liu, Shuen-De Wu

Downloads:
912

Abstract:
In recent years, the demands for LED are increasing. For testing the quality of LEDs, a lot of LED probes are necessary, so the high precision and efficient methods are paid more attention by industrial applications. This paper is focused on the measurement of the angle and the radius of a LED prob…In recent years, the demands for LED are increasing. For testing the quality of LEDs, a lot of LED probes are necessary, so the high precision and efficient methods are paid more attention by industrial applications. This paper is focused on the measurement of the angle and the radius of a LED probe by computer vision. In previous paper, we proposed an effective method based on Canny edge detection and curve fitting method with iteration. In this paper we add a new sub-pixel edge detection method: partial area effect. We improve the preciseness of angle from error 2.3% to 1.43% and enhance the accuracy of radius more than 30%.
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Digital Facial Augmentation for Interactive Entertainment
Appears in:
el 15(8): e3

Authors:
Naoto Hieda, Jeremy Cooperstock

Downloads:
792

Abstract:
Digital projection technology allows for effective and entertaining spatial augmented reality applications. Leveraging the capabilities of reasonably accurate object tracking using commodity cameras and/or depth sensors to determine the 3D position and pose of objects in real time, it is possible t…Digital projection technology allows for effective and entertaining spatial augmented reality applications. Leveraging the capabilities of reasonably accurate object tracking using commodity cameras and/or depth sensors to determine the 3D position and pose of objects in real time, it is possible to project dynamic graphical content on arbitrary surfaces, such as a person’s face. Coupling these capabilities with a simple drawing application, participants can have the experience of "painting" on someone’s face, or even on their own, by observing the projection in a mirror. Similarly, integrating 2D rigid-body, fluid and gravity simulation, one may interact with virtual objects projected on their own face or body.
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UTAUT: Integrating Achievement Goals and Learning Styles for Undergraduates’ Behavioural Intention to Use Technology
Appears in:
el 18(17): e2

Authors:
T.C.Y. Tey, P. Moses

Downloads:
775

Abstract:
In Malaysia, technology use is much emphasised as the Ministry of Education foresees great potential of technology use in amplifying students’ learning. However, the great potential of technology use has not been fully realised. Therefore, the purpose of this study was to explore the influence of t…In Malaysia, technology use is much emphasised as the Ministry of Education foresees great potential of technology use in amplifying students’ learning. However, the great potential of technology use has not been fully realised. Therefore, the purpose of this study was to explore the influence of the existing antecedents in the Unified Theory of Acceptance and Use of Technology (UTAUT) model with two additional variables (achievement goal and learning styles) on undergraduates’ behavioural intention to use technology. This study also aimed to determine the best predictor of undergraduates’ intention to use technology. Hence, a quantitative survey method involving 699 undergraduates was employed in this study. The findings indicated that the undergraduates’ effort expectancy, performance expectancy, social influence and achievement goals had significant influence on their behavioural intention to use technology. This study provides insights to the education stakeholders on the necessity to enhance pedagogical technology innovations in the higher education system.
more »
Using arcade games to engage students in the learning of foreign and mother languages
Appears in:
el 15(2): e2

Author:
Adelina Moura

Downloads:
755

Abstract:
It is imperative to continue thinking about and reinventing education because mobile technologies and the Web are redefining where, when and from whom we learn. Authors from different study fields have recognised the multiple possibilities of video games for language learning and for interdiscipli…It is imperative to continue thinking about and reinventing education because mobile technologies and the Web are redefining where, when and from whom we learn. Authors from different study fields have recognised the multiple
possibilities of video games for language learning and for interdisciplinary use. Education can benefit from the potential of these artefacts if properly integrated into the educational process. This article describes a language learning experience
based on electronic games – of the ARCADE type. This research has been carried out in order to study the learning of vocabulary, grammar and other school curriculum in Portuguese and French classes, both in Elementary and Vocational Education. The results show that video games have a positive impact on motivation for learning and cognitive development. Students’ perceptions show that ARCADE games were helpful in improving vocabulary and language skills.
Interest in these games was the same for boys and girls, however further studies are needed.
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Learning and gamification: a possible relationship?
Appears in:
el 17(16): e1

Authors:
Leonardo Caporarello, Massimo Magni, Ferdinando Pennarola

Downloads:
694

Abstract:
One of the most interesting and disruptive trends in the current elearning scenario is gamification, that is, the use of game design elements in non-game contexts. After providing a brief overview of the main contemporary gamification applications in organizations, this paper especially focuses on …One of the most interesting and disruptive trends in the current elearning scenario is gamification, that is, the use of game design elements in non-game contexts. After providing a brief overview of the main contemporary gamification applications in organizations, this paper especially focuses on gamification in the educational field. It discusses the existing studies on the effectiveness of gamification for learning purposes, analyzing their impact on students’ attitude, knowledge and behavior. Finally, it highlights the main gaps in the current literature, pointing to new directions of research.
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Education in a Smart City: Future Impacts on Education?
Appears in:
el 14(4): e1

Author:
J. Braman

Downloads:
655

Abstract:
- -
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On the importance of social network sites in the transitions which characterize ‘emerging adulthood’
Appears in:
el 11(1): e4

Authors:
Gianluca Frozzi, Elvis Mazzoni

Downloads:
603

Abstract:
Modern-day economic and socio-cultural developments require people to be ever more specialized and mobile in their educational and professional choices. This is particularly relevant for ‘emerging adults’, that is to say, those who find themselves at that stage of life when their scholastic or univ…Modern-day economic and socio-cultural developments require people to be ever more specialized and mobile in their educational and professional choices. This is particularly relevant for ‘emerging adults’, that is to say, those who find themselves at that stage of life when their scholastic or university education ends, and they begin to make choices regarding their professional working life. Transitions between different activity systems, and changes of residence which they entail, make ‘emerging adulthood’ a particularly unstable period in which young people continually dissolve, create and recreate relationship networks of varying degrees of importance which are able to support them through these changes. Beginning with empirical evidence and theoretical starting points typical of the psychology of education and development, this contribution proposes a theoretical reflection which attempts to analyze the efficacy of Social Network Sites in facilitating and supporting emerging adults during their education and vocational training and the important transitions which they have to face as they develop.
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A Qualitative Exploration of the DIGCOMP Digital Competence Framework: Attitudes of students, academics and administrative staff in the health faculty of a UK HEI
Appears in:
el 15(6): e1

Authors:
George Evangelinos, Debbie Holley

Downloads:
593

Abstract:
This paper reports upon findings of a series of semi-structured interviews with students, academics and administrative staff from a health care faculty in a UK Higher Education Institution (HEI). Exploring their experiences of mapping to the EU DIGCOMP Digital Competence Framework, a hermeneutic le…This paper reports upon findings of a series of semi-structured interviews with students, academics and administrative staff from a health care faculty in a UK Higher Education Institution (HEI). Exploring their experiences of mapping to the EU DIGCOMP Digital Competence Framework, a hermeneutic lens enables a more nuanced approach to attitudes towards Digital Competence (DC). One of the eight lifelong learning key-competences required for managers, doctors, nurses and other health-related professionals, DC is crucial to professional development. Defined by 14 themes, the findings express the participants’ experiences, knowledge and level of comprehension of the subject. Our findings indicate students are conflating digital social media skills with their skills for the workplace, resulting in over-confidence; academics raising concerns about work/private life balance offered by the affordances of handheld devices; administrative staff that are far more confident and managing a range of technology’s effectively. The research further reveals that the DIGICOMP framework is applicable as a generic framework for professional practice.
more »
Raising engagement and motivation through gamified eportfolio in Kolej Profesional MARA (KPM), Malaysia: A Preliminary Survey
Appears in:
el 17(14): e2

Authors:
Monisa Abdul Wahab, Mike Joy

Downloads:
577

Abstract:
The gamification of e-portfolios is an educational approach to motivate students to learn by using game elements in online portfolios. The goal is to increase enjoyment and engagement through capturing the interest of learners and encouraging them to continue learning. This preliminary survey is im…The gamification of e-portfolios is an educational approach to motivate students to learn by using game elements in online portfolios. The goal is to increase enjoyment and engagement through capturing the interest of learners and encouraging them to continue learning. This preliminary survey is important to better understand the intended users in a Malaysian institution, find out their readiness, and identify the infrastructure and facilities currently in place. The work in progress investigates students’ demographic information, students’ current styles in organising their learning material, their prior experience with portfolio creation and development, their prior experience in using game applications, and their current knowledge of ‘gamification’. The outcome of this survey shows that there are currently acceptable levels of current infrastructure and facilities provided at the institution with a satisfactory knowledge of portfolios and game elements. However, there is an interesting misconception of what ‘gamification’ is from the students’ perspectives.
more »

Publisher: EAI
ISSN: 2032-9253
Number of Volumes: 5

Last Published: 30th Oct 2018

EAI Endorsed Transactions on e-Learning

Eva Brooks1

Marco Zappatore2

Eva Brooks¹

Marco Zappatore²