Investigating the use of sensor-based IoET to facilitate learning for children in rural Thailand

A novel sensor-based Internet of Educational Things (IoET) platform named OBSY was iteratively designed, developed and evaluated to support education in rural regions in Thailand. To assess the effectiveness of this platform, a study was carried out at four primary schools located near the Thai northern border with 244 students and 8 teachers. Participants were asked to carry out three science-based learning activities and were measured for improvements in learning outcome and learning engagement. Overall, the results showed that students in the IoET group who had used OBSY to learn showed significantly higher learning outcome and had better learning engagement than those in the control condition. In addition, for those in the IoET group, there was no significant effect regarding gender, home location (Urban or Rural), age, prior experience with technology and ethnicity on learning outcome. For learning engagement, only age was found to influence interest/enjoyment. The study demonstrated the potential of IoET technologies in underprivileged area, through a co-design approach with teachers and students, taking into account the local contexts

Prioritization of Influence Factors for Selecting E–Learning Systems

International Conference on Intelligent and Fuzzy Systems, INFUS 2020 -- 21 July 2020 through 23 July 2020 -- -- 242349COVID-19 pandemic affects not only daily life activities but also traditional education systems. Based on the current developments, to stick by their academic calendars, most of the educational institutions continue their classes via online channels. Since the selection of the most appropriate e–learning platform depends on multi–criteria, the evaluation of this selection process can be dealt with decision support systems. In this study, cognitive mapping extended with intuitionistic fuzzy sets is introduced for prioritizing the e–learning platform selection factors under fuzzy environment based on the multi–expert judgments. Based on the results, infrastructure and ease of use are determined as the most effective factors. For further studies, a sensitivity analysis based on the initial vector determination can be studied to check its effect on the outputs. © 2021, The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.2-s2.0-8508874504

An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources

Today's veterinary students have access to a wide range of online resources that support self-directed learning. To develop a benchmark of current global student practice in e-learning, this study measured self-reported access to, and use of, these resources by students internationally. An online survey was designed and promoted via veterinary student mailing lists and international organizations, resulting in 1,070 responses. Analysis of survey data indicated that students now use online resources in a wide range of ways to support their learning. Students reported that access to online veterinary learning resources was now integral to their studies. Almost all students reported using open educational resources (OERs). Ownership of smartphones was widespread, and the majority of respondents agreed that the use of mobile devices, or m-learning, was essential. Social media were highlighted as important for collaborating with peers and sharing knowledge. Constraints to e-learning principally related to poor or absent Internet access and limited institutional provision of computer facilities. There was significant geographical variation, with students from less developed countries disadvantaged by limited access to technology and networks. In conclusion, the survey provides an international benchmark on the range and diversity in terms of access to, and use of, online learning resources by veterinary students globally. It also highlights the inequalities of access among students in different parts of the world

The utilisation of e-learning facilities in theeducational delivery system of Nigeria: astudy of M-University

In spite of the constant innovative approaches adopted by teachers in westernworld, traditional approaches to teaching and assessments in Nigeria tertiaryinstitutions have constantly been practiced. Most institutions are not able to fullyutilize e-learning or get full advantages of it. This failure has hindered most teachersin using innovative teaching methodologies in delivering their lectures, andundertake rigorous research works. The study examines adoption and utilisation of e-learning facilities by lecturers in Nigerian private tertiary institution. The studyadopted qualitative approach to investigate the adoption and utilisation of e-learning facilities by lecturers in a Nigerian private tertiary institution using 15 semi-structured interviews from the academic staff of M-University. Raw data gatheredwere analysed using data driven thematic approach (a similar approach to groundedtheory).The findings reveal that M-University’s e-learning facilities are adequate andaccessible to users, and most teachers are comfortable with utilisation of variousfacilities during classes compared to most public tertiary institutions although, theutilisation has not been maximised. However, attitude of users, inadequate internetfacility, inadequate training of users affect the successful adoption. The studyrecommends that e-learning facilities should be constantly upgraded, and that M-University should train their staff continuously to meet the constant advancementsof the e-Learning facilities in order to maximize usag

From information systems to e-learning 3.0 systems's critical success factors: a framework proposal

This paper seeks to identity and provides Critical Success Factors (CSFs) that affect the decision of adoption of e-Learning 3.0 systems. The study begins with a literature review related to the CSFs for information systems, followed by a literature review for e-Learning systems CSFs. The paper introduces an initial framework for understanding of which factors can influence successfully the adoption of an e-Learning 3.0 system. The framework is composed of five main dimensions, such as: technology, content, students, professors and educational institutions, as well of its influencing factors, and characterizes the factors in each dimension. This study can assist the stakeholders, i.e. students, professors and organization, in their intension to adopt an e-Learning 3.0 syste