E-learning in Higher Education to Achieve SDG 4: Benefits and Challenges

Ghanem, Sara

doi:10.1109/ieeeconf51154.2020.9319981

Cited by 15 publications

(9 citation statements)

References 25 publications

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“…E-learning provides an opportunity to bridge the education gap and provide access to quality education for everyone. Given the current significant transition to digital education caused by the COVID-19 pandemic, e-learning can be seen as a potential way to achieve sustainability in education [13].…”

Section: Introductionmentioning

confidence: 99%

Understanding the COVID-19 Pandemic’s Impact on E-Learner Satisfaction at the Tertiary Level

Islam

Sarker

Sultana³

et al. 2023

Sustainability

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Educators, students, and policymakers have all recently expressed a strong interest in e-learning. Implementing a properly planned and structured online-based education process is vital for an efficient e-learning system, much as online-based education systems aided teaching–learning on an as-needed basis during the epidemic. In order to better understand the elements influencing e-learners’ happiness during the COVID-19 pandemic, the current study will examine these factors. In total, 650 university students who were chosen at random for a questionnaire survey were used to collect data. The data were analyzed using the Statistical Package for the Social Sciences (SPSS). The factors essential to boosting e-learner satisfaction were identified using confirmatory factor analysis (CFA). Frequency distribution and percentages were used to identify the demographic characteristics of respondents, and a reliability test was conducted to test the internal consistency of the data. This study employed structural equation modeling (SEM) to trace the relationship between the six independent variables and e-learner satisfaction. Regression results revealed that psychological factors, educational materials and design, access to technological devices, instructor attributes, and perceptions and expectations significantly influence e-learner satisfaction. However, students’ engagement had no significant influence on the same. Because, most respondents had a clear preference for physical learning. The findings of this study will help educationists and policymakers take necessary steps in enhancing learners’ satisfaction and improving their academic performance.

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Section: Introductionmentioning

confidence: 99%

Understanding the COVID-19 Pandemic’s Impact on E-Learner Satisfaction at the Tertiary Level

Islam

Sarker

Sultana³

et al. 2023

Sustainability

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“…The 2030 agenda established a series of commitments that lead to the achievement of the SDGs; in the case of education, the Incheon Declaration (given at the World Education Forum 2015) and SDG-4 present e-learning as a strategy that facilitates and increases people’s access to higher education programmes (Unesco et al , 2015). The foregoing allows e-learning to be considered an opportunity to obtain the sustainability of education, driven by the current COVID-19 pandemic that calls for digital education (Ghanem, 2020; Fernández-González, 2016). Consequently, higher education institutions (HEIs) must guarantee the quality of the educational process through the efficiency of resources provided by e-learning tools and AI, and their implications for the environment, society and economy.…”

Section: Introductionmentioning

confidence: 99%

Statistical modelling of the impact of online courses in higher education on sustainable development

Arango-Uribe

Barrera-Causil

Pallares

et al. 2022

IJSHE

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Purpose The concept of sustainable development (SD) is a popular response to society’s need to preserve and extend the life span of natural resources. One of the 17 goals of the SD is “education quality” (Fourth Goal of Sustainable Development [SDG-4]). Education quality is an important goal because education is a powerful force that can influence social policies and social change. The SDG-4 must be measured in different contexts, and the tools to quantify its effects require exploration. So, this study aims to propose a statistical model to measure the impact of higher education online courses on SD and a structural equation model (SEM) to find constructs or factors that help us explain a sustainability benefits rate. These proposed models integrate the three areas of sustainability: social, economic and environmental. Design/methodology/approach A beta regression model suggests features that include the academic and economic opportunities offered by the institution, the involvement in research activities and the quality of the online courses. A structural equation modelling (SEM) analysis allowed selecting the key variables and constructs that are strongly linked to the SD. Findings One of the key findings showed that the benefit provided by online courses in terms of SD is 62.99% higher than that of offline courses in aspects such as transportation, photocopies, printouts, books, food, clothing, enrolment fees and connectivity. Research limitations/implications The SEM model needs large sample sizes to have consistent estimations. Thus, despite the obtained estimations in the proposed SEM model being reliable, the authors consider that a limitation of this study was the required time to collect data corresponding to the estimated sample size. Originality/value This study proposes two novel and different ways to estimate the sustainability benefits rate focused on SDG-4, and machine learning tools are implemented to validate and gain robustness in the estimations of the beta model. Additionally, the SEM model allows us to identify new constructs associated with SDG-4.

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“…The digitalisation of education has been accelerated by the recent pandemic and there is an increasing trend to expand degree education from traditional to online modes (OECD, 2021). This has also created a need for further research in e-learning and online degrees in higher education (HE) (Ghanem, 2020). HE organisations are finding new non-traditional, online and flexible teaching and learning methods to meet the demands of the future learners (Naidu, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Experiences and Role in the Design Process of Online Degree Programmes in Higher Education

Joshi

Kantola

2022

seminar

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Background The study was conducted at a university of applied sciences in Finland. The viewpoint is of those online degree programme teachers involved in the initial steps of design and implementation of the first online degree programmes in the organisation that follows a pedagogical strategy in all its operations. Objectives The teachers as implementers of the intended pedagogical solution have an important role in the design process. Their views were sought to gain information about their experiences of the intended design of online degree programmes in the local context. Methods This study presents the results of the second cycle of a design-based research (DBR) process in the holistic design of online degree programmes. Focus group interview and thematic analysis were used to gain the teachers’ experiences of the holistic design to further develop the initial design created in the first cycle. Findings The results reveal teachers’ positive and negative experiences of the holistic online degree programme design in three layers: organisational, pedagogical and online degree programme. Results include several new considerations, including management support, collegial support, collaboration and co-creation, online degree community, extended online and onsite teaching environments, blended education, and international aspects. Conclusions The results indicate that it is important for higher education organisations to involve teachers in the design process of online degree programmes. The resulting design principles may be of interest to those managers, coordinators and educators developing higher education online degree programmes.

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E-learning in Higher Education to Achieve SDG 4: Benefits and Challenges

Cited by 15 publications

References 25 publications

Understanding the COVID-19 Pandemic’s Impact on E-Learner Satisfaction at the Tertiary Level

Understanding the COVID-19 Pandemic’s Impact on E-Learner Satisfaction at the Tertiary Level

Statistical modelling of the impact of online courses in higher education on sustainable development

Teachers’ Experiences and Role in the Design Process of Online Degree Programmes in Higher Education

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