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Ning D, Geng H, Guan J, Zhang S, Wang S, Li S, Jin S. A novel approach to improving colonoscopy learning efficiency through a colonoscope roaming system: randomized controlled trial. PeerJ Comput Sci 2023; 9:e1409. [PMID: 37346679 PMCID: PMC10280502 DOI: 10.7717/peerj-cs.1409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 05/04/2023] [Indexed: 06/23/2023]
Abstract
Background Colonoscopy is indispensable in the diagnosis and treatment of lower digestive tract (LDT) diseases. Skilled colonoscopists are in great demand, but it takes considerable time for beginners to become experts. In addition, patients may refuse to permit primary learners to practise colonoscopy on them. Thus, improving the instructional programmes and models for primary learners is a key issue in endoscopy training. Convenience and a self-paced, learner-centred approach make e-learning an excellent instructional prospect. Therefore, we created the Colonoscope Roaming System (CRS) to assist in colonoscopy teaching procedures. We aimed to develop the e-learning software, test it with beginner colonoscopists and evaluate its effectiveness via subjective and objective methods. Methods Through a randomized controlled trial, participants were randomly allocated to an e-learning group (EG) or a control group (CG) after a pretest evaluation. The CG learned through the traditional colonoscopy teaching mode, while the EG used CRS in addition to the traditional teaching mode. Subsequent to the training, the participants completed a posttest and colonoscopy examination. The EG also completed a satisfaction questionnaire. Results Of the 84 participants, 81 (96%) finished the colonoscopy learning and evaluation modules of the CRS. No conspicuous differences in the pretest scores were found between the EG and CG (p > 0.05). Two months later, the posttest scores for the EG were higher than those of the CG (p < 0.001), and the EG had better performance on the colonoscopy examination (p < 0.01). Overall, 86.25% of questions raised in Q1-Q20 were satisfied with the CRS and considered it successful. Conclusions The use of CRS may be an effective approach to educate beginner colonoscopists to attain skills.
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Affiliation(s)
- Dandan Ning
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Huiyong Geng
- Animation Faculty, Harbin University of Science and Technology, Harbin, Heilongjiang Province, China
| | - Jingming Guan
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Sijia Zhang
- Education Office, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Shuang Wang
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Shuang Li
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Shizhu Jin
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
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Xu W. An Improved Computational Solution for Cloud-Enabled E-Learning Platforms Using a Deep Learning Technique. INTERNATIONAL JOURNAL OF E-COLLABORATION 2023. [DOI: 10.4018/ijec.316664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
The sharable e-learning platform can be presented as a useful learning environment for students on the cloud computing infrastructure. Virtual classrooms are momentarily taking the place of conventional ones, which means that e-learning is becoming more popular. There are currently no strategies for estimating how much cloud resources will be used. Because of this, students can access learning objects without deciding to follow a different learning management system (LMS). The proposed deep learning-based e-learning platform (DL-E-LP) can enable separate LMS embedded in multiple e-learning standards to share the learning objects. Using a smart learning system, teachers can keep track of their students' progress more easily. The convolutional neural network has been used to develop face recognition and monitor students' knowledge learning level in deep learning. The use of modern technologies and smart classrooms makes learning easier for all students. The proposed paradigm is both efficient and productive through experimentation.
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Sghaier S, Elfakki AO, Alotaibi AA. Development of an intelligent system based on metaverse learning for students with disabilities. Front Robot AI 2022; 9:1006921. [PMID: 36561204 PMCID: PMC9763300 DOI: 10.3389/frobt.2022.1006921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2022] [Accepted: 09/20/2022] [Indexed: 12/12/2022] Open
Abstract
Due to the coronavirus-2019 pandemic, people have had to work and study using the Internet such that the strengthened metaverse has become a part of the lives of people worldwide. The advent of technology linking the real and virtual worlds has facilitated the transmission of spatial audio and haptics to allow the metaverse to offer multisensory experiences in diverse fields, especially in teaching. The main idea of the proposed project is the development of a simple intelligent system for meta-learning. The suggested system should be self-configurable according to the different users of the metaverse. We aimed to design and create a virtual learning environment using Open Simulator based on a 3D virtual environment and simulation of the real-world environment. We then connected this environment to a learning management system (Moodle) through technology for 3D virtual environments (Sloodle) to allow the management of students, especially those with different abilities, and followed up on their activities, tests, and exams. This environment also has the advantage of storing educational content. We evaluated the performance of the Open Simulator in both standalone and grid modes based on the login times. The result showed times the standalone and grid modes of 12 s and 16 s, which demonstrated the robustness of the proposed platform. We also tested the system on 50 disabled learners, according to the t-test of independent samples. A test was conducted in the mathematics course, in which the students were divided into two equal groups (n = 25 each) to take the test traditionally and using the chair test tool, which is one of the most important tools of the Sloodle technology. According to the results, the null hypothesis was rejected, and we accepted the alternative hypothesis that demonstrated a difference in achievement between the two groups.
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Younas M, Noor U, Zhou X, Menhas R, Qingyu X. COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors. Front Psychol 2022; 13:948061. [PMID: 36081717 PMCID: PMC9444837 DOI: 10.3389/fpsyg.2022.948061] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Accepted: 07/29/2022] [Indexed: 11/13/2022] Open
Abstract
BackgroundThe current study examines student satisfaction with e-learning, the adaption of online learning channels, digital competency of students' involvement, and academic achievement during COVID-19.PurposeThe purpose of this study is to examine the online influencing components for learning among University students in Pakistan during the COVID-19 Pandemic.MethodsThe study population comprised Pakistani University students in Punjab province who tooke online lessons throughout the epidemic. In accordance with the study's purpose, a questionnaire survey was employed to gather primary data. SPSS-23 is used for analyzing the demographic data, and cleaning and preparing data for testing hypotheses. SmartPLS 3.0 was used to investigate the suggested study framework using structural equation modeling (SEM).ResultsThe analysis of the SEM model shows that all planned hypotheses (Adaptation of Online Education Channels -> Satisfaction about E-learning, COVID-19 Pandemic -> Adaptation of Online Education Channels, COVID-19 Pandemic -> Digital Competence, COVID-19 Pandemic -> Motivation for Online Learning, COVID-19 Pandemic -> Willingness for Online Learning, Digital Competence -> Satisfaction about E-learning, Motivation for Online Learning -> Satisfaction about E-learning, Satisfaction about E-learning -> Academic Achievement, Willingness for Online Learning -> Satisfaction about E-learning) are confirmed.ConclusionThe results linked e-learning satisfaction to academic success and Pakistani students who utilized e-learning throughout the outbreak reported higher levels of academic satisfaction and achievement.
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Affiliation(s)
| | - Uzma Noor
- School of Education, Soochow University, Suzhou, China
| | - Xiaoyong Zhou
- School of Foreign Languages, East China Normal University, Shanghai, China
| | - Rashid Menhas
- Research Center of Sport and Social Sciences, Soochow University, Suzhou, China
| | - Xu Qingyu
- School of Education, Soochow University, Suzhou, China
- *Correspondence: Xu Qingyu
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Mohammed LA, Aljaberi MA, Amidi A, Abdulsalam R, Lin CY, Hamat RA, Abdallah AM. Exploring Factors Affecting Graduate Students’ Satisfaction toward E-Learning in the Era of the COVID-19 Crisis. Eur J Investig Health Psychol Educ 2022; 12:1121-1142. [PMID: 36005228 PMCID: PMC9407398 DOI: 10.3390/ejihpe12080079] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Revised: 08/05/2022] [Accepted: 08/08/2022] [Indexed: 11/16/2022] Open
Abstract
Background: Shifting the educational system from a traditional to an online context during COVID-19 necessitated several considerations to assure students’ satisfaction with e-learning. Aim: This study aims to explore the factors influencing students’ satisfaction with e-learning during the COVID-19 crisis. In particular, it tests multiple mediations, student factors, and system quality between students’ satisfaction and each course evaluation and instructor’s performance. Methodology: In this cross-sectional study, 258 undergraduate and postgraduate students enrolled in online courses at multiple Malaysian universities were recruited using non-probabilistic purposive sampling. Data were collected using a questionnaire that assessed four factors that influenced students’ satisfaction with e-learning during the COVID-19 crisis (i.e., instructor performance, course evaluation, student factors, and system quality) and analyzed using the partial least squares route structural equation modelling (PLS-SEM). Results: The results indicated that the four factors were significantly associated with students’ satisfaction with e-learning during COVID-19. Student factors and system quality were the most factors predicting students’ satisfaction with e-learning. Findings indicate statistically significant relationships between the instructor’s performance, student factors, course evaluation, and system quality on students’ satisfaction. Furthermore, the results depict that both course evaluation and system quality serially mediate the relationship between instructors’ performance and students’ satisfaction. Conclusion: This study finds that improving and enhancing student factors and system quality is critical for students’ satisfaction with e-learning. Furthermore, e-learning platforms should contain new advances of computer-mediated technologies that enable collaboration, which is a critical factor in the success of e-learning systems.
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Affiliation(s)
- Lubna Ali Mohammed
- Faculty of Social Science, Arts, and Humanities, Lincoln University College, Petaling Jaya 47301, Selangor, Malaysia
- Correspondence: (L.A.M.); (M.A.A.); (A.M.A.); Tel.: +00974-4403-7578 (A.M.A.); Fax: +00974-4403-4801 (A.M.A.)
| | - Musheer A. Aljaberi
- Department of Community Health, Faculty of Medicine & Health Sciences, Universiti Putra Malaysia, Serdang 43400, Selangor, Malaysia
- Faculty of Medicine & Health Sciences, Taiz University, Taiz 6803, Yemen
- Faculty of Nursing & Applied Sciences, Lincoln University College, Petaling Jaya 47301, Selangor, Malaysia
- Correspondence: (L.A.M.); (M.A.A.); (A.M.A.); Tel.: +00974-4403-7578 (A.M.A.); Fax: +00974-4403-4801 (A.M.A.)
| | - Asra Amidi
- Faculty of Social Science, Arts, and Humanities, Lincoln University College, Petaling Jaya 47301, Selangor, Malaysia
| | - Rasheed Abdulsalam
- Faculty of Dentistry, Lincoln University College, Petaling Jaya 47301, Selangor, Malaysia
| | - Chung-Ying Lin
- Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan 701, Taiwan
| | - Rukman Awang Hamat
- Department of Medical Microbiology, Faculty of Medicine & Health Sciences, Universiti Putra Malaysia, Serdang 43400, Selangor, Malaysia
| | - Atiyeh M. Abdallah
- Department of Biomedical Sciences, College of Health Sciences, QU-Health, Qatar University, Doha 2713, Qatar
- Correspondence: (L.A.M.); (M.A.A.); (A.M.A.); Tel.: +00974-4403-7578 (A.M.A.); Fax: +00974-4403-4801 (A.M.A.)
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Ozyurt O, Ayaz A. Twenty-five years of education and information technologies: Insights from a topic modeling based bibliometric analysis. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:11025-11054. [PMID: 35502161 PMCID: PMC9046010 DOI: 10.1007/s10639-022-11071-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Accepted: 04/21/2022] [Indexed: 06/14/2023]
Abstract
Education and Information Technologies (EAIT) has been a leading journal in education & educational research since 1996. To celebrate its 25th anniversary and provide a comprehensive overview of the field, a topic modeling-based bibliometric analysis was conducted on the articles published in this journal. The study is constructed upon two methods, bibliometric analysis, and topic modeling. The study aims to find out the trends in publications and citations, prominent countries, affiliations and the status of authors, the prominent topics, and the thematic characteristics of these topics, as well as research interests and trends. The results show that the articles are grouped under the 21 topics. The top five most studied of them have been determined as "Technology acceptance", "Social networkbased learning", "Teacher education", "Satisfaction of e-learning" and "E-learning". Finally, the acceleration results of each topic within itself and compared to other topics show that the most accelerated topic is "Gamification", while the most accelerated topic compared to other topics has been determined as "Technology acceptance". The general results of the study shed light on future studies in terms of determining the research interests and trends of publications in the field of educational technologies, EAIT.
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Affiliation(s)
- Ozcan Ozyurt
- OF Technology Faculty, Department of Software Engineering, Karadeniz Technical University, Trabzon, Turkey
| | - Ahmet Ayaz
- Digital Transformation Office, Karadeniz Technical University, Trabzon, Turkey
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Hasan MK, Tonmon TT, Kabir H, Masud SB, Hasan MA, Das B, Akter M, Hawlader MDH, Mitra DK. Availability and use of technology for e-learning: to what extent do these impact Bangladeshi university students? A cross-sectional study. F1000Res 2022; 10:1285. [PMID: 35464177 PMCID: PMC9020528 DOI: 10.12688/f1000research.75532.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/06/2021] [Indexed: 12/01/2022] Open
Abstract
Background: E-learning is making education globally and conveniently attainable with the deliverance of advanced technology. However, this mode of academia is still not commonly practiced locally. Thus, the study aimed to investigate technological availability, usability, and association to university students' perceived stress due to e-learning curriculum. Methods: A cross-sectional study commenced among Bangladeshi university students enrolled in the e-learning curriculum.
A total of 1162 university students were included. The main explanatory variables were related to the availability of technology and the use of technology. The outcome variable was perceived e-learning stress. In statistical analysis,
p-value < 0.05 was considered statistically significant with a 95% confidence interval. Results: In this study, lack of technological availability and usability were associated with higher level of perceived e-learning stress. Being female, living in rural areas, and outside of Dhaka division were found the associated factors in the lack of technological availability and usability. Conclusions: A significant association between the availability and usability of technology with perceived e-learning stress was observed. Thus, measures should be taken to initialize e-learning adaptivity by increasing technological growth across the nation, considering educational preparedness for future catastrophes.
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Affiliation(s)
- Md Kamrul Hasan
- Department of Public Health, North South University, Dhaka, 1229, Bangladesh
| | | | - Humayun Kabir
- Department of Public Health, North South University, Dhaka, 1229, Bangladesh.,IQARUS, Cox's Bazar, 4700, Bangladesh
| | - Sumaya Binte Masud
- Department of Public Health, North South University, Dhaka, 1229, Bangladesh.,Obstetrical and Gynaecological Society of Bangladesh, Dhaka, 1207, Bangladesh
| | - Md Abeed Hasan
- Department of Public Health, North South University, Dhaka, 1229, Bangladesh.,International Organization for Migration (IOM), Cox's Bazar, Bangladesh
| | - Bikash Das
- Department of Public Health, North South University, Dhaka, 1229, Bangladesh
| | - Monira Akter
- Institute of Social Welfare & Research, University of Dhaka, Dhaka, 1000, Bangladesh
| | | | - Dipak Kumar Mitra
- Department of Public Health, North South University, Dhaka, 1229, Bangladesh
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Nicklin LL, Wilsdon L, Chadwick D, Rhoden L, Ormerod D, Allen D, Witton G, Lloyd J. Accelerated HE digitalisation: Exploring staff and student experiences of the COVID-19 rapid online-learning transfer. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:7653-7678. [PMID: 35221770 PMCID: PMC8857631 DOI: 10.1007/s10639-022-10899-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Accepted: 01/16/2022] [Indexed: 06/14/2023]
Abstract
In the UK, the first 'lockdown' of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher Education (HE). While the situation was unprecedented, extant literature on online learning suggested there would be challenges, opportunities, and benefits to this transition, and we sought to understand these via a case study of one UK HEI department at this time. To draw out in-depth and nuanced accounts of this (at time of investigation-unstudied) scenario, qualitative data were collected via semi-structured online interview or written reflection. To explore, identify and understand the experiences from both sides, and with a diverse sample, we purposively recruited both staff (n = 10) and students (n = 12), from various roles and backgrounds, including those with additional learning and/or mental health needs. The 'bricolage' data were analysed inductively, utilising a latent reflexive approach, and organised into a framework around five core themes: 'methods and means of engagement'; 'learning maintenance, destruction and construction'; 'remote education and resource accessibility and literacy'; 'support and communication'; and 'life and learning: responses, adaptations and impacts'. Within these, a range of challenges, successes and, most importantly, future learning and innovation outcomes were identified by staff and students, particularly relevant to working with and supporting students with additional needs in the online learning forum. These discoveries informed a set of practical recommendations, provided here in Box 1, for (rapid implementation of) online learning (in times of stress).
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Affiliation(s)
- Laura Louise Nicklin
- Institute of Education, Faculty of Education, Health and Wellbeing, University of Wolverhampton, Walsall, UK
| | - Luke Wilsdon
- Department of Psychology, Faculty of Education, Health and Wellbeing, University of Wolverhampton, WV1 1LY Wolverhampton, UK
| | - Darren Chadwick
- Department of Psychology, Faculty of Education, Health and Wellbeing, University of Wolverhampton, WV1 1LY Wolverhampton, UK
| | - Laura Rhoden
- Department of Psychology, Faculty of Education, Health and Wellbeing, University of Wolverhampton, WV1 1LY Wolverhampton, UK
| | - David Ormerod
- Department of Psychology, Faculty of Education, Health and Wellbeing, University of Wolverhampton, WV1 1LY Wolverhampton, UK
| | - Deborah Allen
- Department of Psychology, Faculty of Education, Health and Wellbeing, University of Wolverhampton, WV1 1LY Wolverhampton, UK
| | - Gemma Witton
- College of Learning and Teaching, University of Wolverhampton, Wolverhampton, UK
| | - Joanne Lloyd
- Department of Psychology, Faculty of Education, Health and Wellbeing, University of Wolverhampton, WV1 1LY Wolverhampton, UK
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