The didactic and pedagogical design of e‐learning in higher education: A systematic literature review

Theelen, Hanneke; Breukelen, Dave van

doi:10.1111/jcal.12705

Cited by 11 publications

(10 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The columns represent the endoge- We found that the use of scaffolding strategies in mobile-based assessment systems has a positive effect on students' learning performance (hypothesis H 1a ). This result corroborates the findings of other researchers that noted the importance of content and process scaffolding in the didactic and pedagogic design of e-learning (Theelen & van Breukelen, 2022), and the effectiveness of mobile-based scaffolding for supporting student performance in vocabulary and conversation comprehension in EFL settings (Fang et al, 2021). Moreover, this result concur with previous studies in terms of the positive influence of scaffolding on students' learning performance (Bacca-Acosta et al, 2021;Belland et al, 2015;Belland, 2017;Guo et al, 2022;Jabeen et al, 2021;Lee et al, 2021).…”

Section: Predictive Relevance Of the Structural Modelsupporting

confidence: 91%

Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses

Bacca‐Acosta

Fabregat

Baldiris

et al. 2023

Computer Assisted Learning

View full text Add to dashboard Cite

Background Mobile‐based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile‐based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance. Objectives This study aims to identify the determinants of student performance during students' use of a mobile‐based assessment application in a formative assessment activity as part of English as a Foreign Language (EFL) courses in higher education. Methods A structural model based on hypotheses was validated using PLS‐SEM with data from the interaction of 127 students of eight EFL courses from the A1 and A2 levels of English that used a mobile‐based assessment system for a period of 4 weeks. Automatic data collection in the application and self‐reported instruments were applied. Results and Conclusions Use of scaffolding mechanisms, time on‐task and reported effort are strong predictors of students' learning outcomes. The use of scaffolding strategies predicts students' time on‐task. The provision of corrective feedback is not a predictor of students' learning performance but predicts other constructs such as perceived usefulness and the behavioural intention to use. Implications Mobile‐based assessment systems should include scaffolding mechanisms and integrate strategies to increase the perceived relevance of the formative assessment activity to increase the student learning performance. Scaffolding mechanisms are also useful to increase the student time on‐task in the formative assessment activity. In mobile‐based formative assessment activities more elaborated forms of feedback other than corrective feedback are needed to increase student performance.

show abstract

Section: Predictive Relevance Of the Structural Modelsupporting

confidence: 91%

Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses

Bacca‐Acosta

Fabregat

Baldiris

et al. 2023

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…E-learning tools comprise education methods, including e-mail, Microsoft Teams, Skype, Zoom, WhatsApp, and learning management systems such as Moodle. [67] Thus far, e-learning using digital tools has been implemented for oral hygiene to improve plaque removal and gingivitis. [14] Moreover, there have been reports on various kinds of e-learning using the internet.…”

Section: Discussionmentioning

confidence: 99%

“…E-learning tools comprise education methods, including e-mail, Microsoft Teams, Skype, Zoom, WhatsApp, and learning management systems such as Moodle. [ 67 ]…”

Section: Discussionmentioning

confidence: 99%

“…Theelen et al reported that studies of e-learning were still in the early stage. [ 67 ] Consequently, these were few RCTs that considered the efficacy of e-learning compared with conventional education methods in the field of oral and dental health education until now. In addition, there were only a few studies where the educational contents and frequency for both e-learning and conventional education groups were unified and examined regarding the changes over time in oral hygiene indicators and oral health KAP.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Effectiveness of e-learning to promote oral health education: A systematic review and meta-analysis

Kaneyasu,

Shigeishi,

Sugiyama

et al. 2023

Medicine

View full text Add to dashboard Cite

Background: In recent times during and after the COVID-19 pandemic, e-learning is increasingly being used to give oral health education. However, the efficacy of e-learning in improving and promoting the oral hygiene and oral health knowledge, attitude and practice is unclear. Therefore, this systematic review and meta-analysis aim to clarify the effectiveness of e-learning compared to other conventional education methods for providing oral health. Methods: An electronic database search was performed on PubMed-Medline, Scopus, and CENTRAL (Central Register Cochrane of Controlled trials). Randomized controlled trials (RCTs), including cluster or group RCTs, were collected in this study. The risk of bias was assessed with the Cochrane Handbook for Systematic Reviews of Interventions. Five different meta-analyses were conducted for plaque index, gingival index, oral health knowledge, oral health attitude, and oral health practice using a random effects model. Results: A total of 282 articles were found through the database search; 19 articles were included in the qualitative synthesis and 9 articles in the quantitative synthesis. The meta-analysis found that compared with conventional education, e-learning exhibited no positive effect. However, the use of e-learning was superior to conventional education methods for oral health practice for adults in subgroup analysis. Conclusions: This paper could not indicate the effectiveness of e-learning in comparison with conventional education for oral health in total. However, for adults, it may be effective to get the oral health practice compared to the conventional education. Our study limitation is that there are only few studies that have assessed the effectiveness of e-learning. Therefore, numerous further high-quality studies should be conducted regarding the efficacy of e-learning compared with conventional education methods for oral health promotion.

show abstract

“…All that has been mentioned about the importance of teacher training is supported by the research conducted by [15] which indicates that well-designed didactic and pedagogical elearning in higher education can positively contribute to student learning outcomes; it also offers several advantages in the process, such as greater flexibility and accessibility, personalized learning, and the ability to engage students in collaborative activities. However, it is important to highlight several challenges, such as the need for adequate technical support, appropriate course design, and effective communication with students.…”

Section: Introductionmentioning

confidence: 98%

Didactic digital skills and virtual education in times of COVID-19.

Cantoral¹,

Durand²,

Suarez³

et al. 2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

View full text Add to dashboard Cite

This study aims to establish the relationship between instrumental digital competencies and virtual education in times of covid-19. Its approach is quantitative, descriptive, correlational, and cross-sectional. The population consisted of 5940 students from seven faculties of a public university in Lima, distributed in 53 study programs of the 2021-I academic cycle. A representative probability sample of 360 was established. These results are encouraging since they show that teachers are integrating ICT in the teaching-learning process. For example, 66.7% of students have perceived habitual management of technological tools in virtual classroom environments; this being a good level of didactic digital skills. It is necessary to continue working to improve these indices and adapt to the demands of an increasingly technological world.

show abstract

The didactic and pedagogical design of e‐learning in higher education: A systematic literature review

Cited by 11 publications

References 61 publications

Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses

Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses

Effectiveness of e-learning to promote oral health education: A systematic review and meta-analysis

Didactic digital skills and virtual education in times of COVID-19.

Contact Info

Product

Resources

About