The purpose of this research was to identify whether the integration of the automated vocational e-courses into vocational education could bring the students to the same academic achievements as the tutor-moderated ones, and whether the stakeholders of education perceive the automation of e-learning positively or negatively, and what impact factors triggered their perceptions. The baseline study used the ecourse evaluation checklist to assess the e-course structure and content from eight randomly selected universities. Four hundred and four students and thirty-one instructors participated in the baseline study, first pilot, and core experiment. The instruments utilised to monitor the variables in the pilots were as follows: the sampled students' academic records, a Criteria Cognitive Aptitude Test, a Rasch Measurement Model, and the Kolb's Learning Style Questionnaire. The IBM SPSS Statistics 5.0.0.1. Software package was used to process the data drawn for the above measurements. The above measurements were followed by the focus group and nine education stakeholders' perceptions analyses using the Triangle Assessment Method. The study provided new evidence that automated e-course delivery can lead to approximately the same statistically significant improvements in the students' vocational competence, academic motivation, and learning styles proving that it 28 ©2020 The authors and IJLTER.ORG. All rights reserved. might be considered to be a feasible instructional tool. Additionally, it suggested that the use of automated educational e-course assisted by a virtual agent had been a more cost-efficient option.

The purpose of this study was to identify what effect the entrepreneurship technology-driven environment has on the selfdirected learning skills of graduate pharmaceutists. This was quasiexperimental research using quantitative and qualitative instruments to collect and process data. The graduate students majoring in Pharmacy were sampled to form the experimental and control groups. The selfdirected learning skills scale, the integrated achievement test, and a retained knowledge test in Chemistry, the entrepreneurial potential selfassessment questionnaire, the questionnaire on computer literacy, and a semi-structured interview were the measurement instruments for the study. The IBM SPSS Statistics software and effect size calculator for t-test were used to process statistical data yielded from measurements. The results suggested that a technology-mediated learning environment combining the professionalism-related online course with an online collaboration-based entrepreneurship project fosters self-directed learning skills bringing substantial educational and professional benefits like developed entrepreneurial skills, computer skills, and better academic performance to the students majoring in Pharmacy. Measurements results of the variables showed that the participants of the experimental group who received project-based online training in entrepreneurship showed ≈20% improvement in self-directed learning skills, entrepreneurial potential, computer literacy, and academic achievements. The intervention model was also perceived positively by the participants. It is recommended that the teachers were trained in Marketing before the delivery of the course.

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