System-Cluster Technology of e-Learning Improvement under the Conditions of COVID-19

Stoyanova, Tsvetana; Stoyanov, Philip; Remnova, Anzhelika; Kushniruk, Svitlana; Rakityanska, Lyudmyla; Drobyazko, Svetlana

doi:10.3390/su132414024

Cited by 6 publications

(2 citation statements)

References 23 publications

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“…They also claim that the third level is network attitude, service attitude, and development attitude. Stoyanova, Stoyanov, Remnova and Kushniruk (2021) define the scientific provisions on the feasibility and effectiveness of using e-learning under conditions of quarantine restrictions related to the COVID-19 Pandemic. Ugur (2020) explores the assumptions by instructors and students concerning why and how multimodal and digital technologies are incorporated into undergraduate classes under a qualitative approach.…”

Section: Methodology Of the Studymentioning

confidence: 99%

Researching digitalization of the education: a case study of Bulgarian universities

Stoyanova¹,

Markova²

2022

JESI

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Digitization in education is a process formed because of the general digitization of society and all its sectors. Digitization improves the education quality and methods. Digital technologies are an integral part of any field of education. The following criteria defining the level of digitization of the learning process in the universities are essential. The first criterion, we think, is expanding learning opportunities by providing electronic materials (slides from lectures, videos, exercises, projects, etc.); acceptance and evaluation of materials related to the learning process in digital form based on already existing and popular technologies allow training from any location, regardless of the physical location of the university. The second criterion is the education interactivity; the increasing and massive entry of audio and visual devices helps for this. The third criterion is the demand for new digital skills from businesses -creating websites, mobile applications, cyber security and more. Another criterion could be the digital expansion of the competence of the university -the increase in the number and attractiveness of the offered digital services (enrollment, education, exam process, practices, etc.), which are tailored to the interests and preferences of students based on their digital experience and digital expectations. All these questions will be the subject of research in this article.

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Section: Methodology Of the Studymentioning

confidence: 99%

Researching digitalization of the education: a case study of Bulgarian universities

Stoyanova¹,

Markova²

2022

JESI

Self Cite

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“…Teachers are required to learn more course-related technologies, while students have to be accustomed to the new learning mode [5]. These days, online learning has appealed to many researchers because of COVID-19 and quarantine measures, and a sharp interest in online and distance learning can be witnessed [6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness Study on Online or Blended Language Learning Based on Student Achievement: A Systematic Review of Empirical Studies

Zhou

Zhang

2022

Sustainability

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The ubiquitous impacts resulting from the COVID-19 pandemic have profoundly changed the education sector and marked research interest in online or blended learning can be witnessed. As a pervasive learning activity of paramount significance, online language learning has aroused widespread attention. Nonetheless, few systematic reviews concerning the effectiveness of online language learning have been published. With the help of CiteSpace, this study systematically investigated 103 included articles from the SSCI of empirical studies from 44 journals for the purpose of filling the research gap in this field, providing a better understanding of the research trends, exploring effective ways to implement online language courses, and testifying to the ability of CiteSpace to track research hotspots. The findings show that effectiveness studies on online language learning principally focus on assisted tools (42.72%), instructional approaches (36.89%), and specific courses (20.39%). Lack of adequate cooperation among research institutions and the dominant position of online English learning (82.52%) can be witnessed. Despite the small sample size of 103 included articles, the validation of CiteSpace in terms of tracking the research trends or hotspots is confirmed. However, the proportion of each research focus is not compatible with the results of a comprehensive full-text analysis. This literature review also probes into various methods to measure effectiveness more scientifically and effective ways to implement online language courses. Theoretical as well as practical implications and future research directions are clarified.

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Remote Workplace Learning Shift to Remote Learning during the COVID-19 Pandemic

Jackson

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The need for online remote working from home significantly increased due to the COVID-19 pandemic. This unexpected crisis forced individuals and organizations to rapidly transition from face-to-face training to remote learning at home. This switch happened overnight and was not optional but necessary. Employees had to adapt to new online learning techniques, seeking to preserve the same level of learning as working from the office. The study participants were male and female remote workers in the United States aged 18 and over. A questionnaire focused on evaluating online training in the workplace and a survey measuring two types of attitudes related to the transfer of training and technology integration while taking online training courses that were distributed online. The study collected a total of 50 responses from participants for analysis. According to the study results, employees noted some positive features of remote learning, such as flexibility, self-paced learning opportunities, and faster content absorption. Areas employees identified for improvement were closely related to the causes of complaints, such as network and technology issues, using a learning management system (LMS), instructions for using an LMS or course management system (CMS), face-to-face tech support, distractions, and suitable workspace at home. The study's results revealed a need to design and improve an effective emergency remote training system that maintains remote learning similar to traditional classroom training and opportunities for non-co-located workers to prepare for future emergencies.

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System-Cluster Technology of e-Learning Improvement under the Conditions of COVID-19

Cited by 6 publications

References 23 publications

Researching digitalization of the education: a case study of Bulgarian universities

Researching digitalization of the education: a case study of Bulgarian universities

Effectiveness Study on Online or Blended Language Learning Based on Student Achievement: A Systematic Review of Empirical Studies

Remote Workplace Learning Shift to Remote Learning during the COVID-19 Pandemic

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