E-Learning: Direct Effect of Student Learning Effectiveness and Engagement through Project-Based Learning, Team Cohesion, and Flipped Learning during the COVID-19 Pandemic

An interactive online educational environment to reduce anxiety, improve emotional well-being, and critical thinking for college students

Interactive education can reduce anxiety among students by creating a supportive and supportive learning environment. This approach can also stimulate critical thinking, as it requires active student participation in debates, analysis, and discussions. The purpose of this study is to determine the impact of interactive learning on Zoom on the anxiety, emotional well-being, and critical thinking of college students. The experiment involved 80 college students between 18 and 21 years of age. The research was performed by scientists from the [Zhengzhou University of Technology] University. To analyze the impact of the proposed strategy on emotional and cognitive well-being, the study used a set of questionnaires, namely Taylor Manifest Anxiety Scale, WAM (Well-being Assessment Measure), and Subjective Questionnaire for assessing critical thinking. The obtained results confirm the effectiveness of the interactive learning methodology, which significantly reduced anxiety and increased the level of critical thinking among students. Anxiety decreased by 14 points, and critical thinking improved by 2.5 points, indicating positive dynamics of psychological and cognitive development. Despite the positive results, some contextual factors such as the level of the learning environment, cultural characteristics, and the personalities of students can influence the generalization of the findings. These findings can have practical application in the pedagogical practice of creating a favorable learning environment. Future research may focus on improving the methodology of interactive learning, studying its impact on other aspects of learning and development. It is also necessary to explore the use of interactive learning in various cultural and educational contexts.

Identification of Critical Parameters Affecting an E-Learning Recommendation Model Using Delphi Method Based on Expert Validation

E-learning is an innovative strategy for enhancing teaching and learning in digital environments with the goal of enhancing education. In the same context, recommendation models have been developed for predicting the user’s learning preferences. A task that has become urgently necessary is enhancing the learning process by designing recommendation models for e-learning software that then helps users choose the most pertinent learning materials (contents) from a wide number of sources. The general consensus is that designing a recommendation model for e-learning is influenced by parameters that are related to e-learning, and much effort has been exerted to determine those parameters. However, no agreement has been reached as to what constitutes such parameters. Keeping this issue in mind, this study aims to identify the parameters that should be considered when generating e-learning recommendations in developing countries. On the basis of the relevant literature, with the use of the Delphi method and with aid from e-learning experts, this paper identifies ten critical parameters related to e-learning. The results show that perceived ease of use is the most critical parameter out of the ten e-learning-related parameters, while user preference is the parameter that contributes least to e-learning.

Study of the Organization and Implementation of E-Learning in Wartime Inside Ukraine

The article provides a factual foundation for the possibility of organizing and implementing e-learning in Ukrainian higher educational institutions during the war. The current research topicality is supported by the urgent need for training experience, organization and implementation during wartime because of the fact that both the educational process and the opportunity to obtain an education should not be halted. The study’s goal is to assess the current state of the e-learning organization and implementation, as well as to examine students’ attitude towards the educational process during wartime. Methods such as scientific source analysis, generalization and systematization of the e-learning experience and its practical application were used to achieve the goal. Furthermore, empirical methods such as interviewing and observation were used. Questionnaires have been proposed as important research tools for this purpose. Four structured groups for the use of e-learning have been formed and identified based on the findings. We created an e-learning organization and support model based on them. Furthermore, we identified ten poignant factors as the sources of difficulties for teachers when implementing innovations, with limited resources and a lack of time being among the most significant.

Incorporating Cooperative Project-Based Learning in the Teaching of English as a Foreign Language: Teachers’ Perspectives

Cooperative Project-Based Learning (CPBL) is an instructional approach that enhances students’ motivation to learn cooperatively by investigating a range of tasks related to an authentic project. This study explores the impact of teachers’ age on CPBL implementation when teaching English as a Foreign Language (EFL) and identifies teachers’ perceptions, views, and attitudes regarding this methodology. This research is exploratory in scope, quantitative in design, and correlational-factorial in nature. The quantitative method applied provides the means to determine the correlation between variables and how the implementation of CPBL is determined. To fulfil the aims of this research, questionnaires were distributed to a sample of 84 EFL teachers from primary and secondary schools. The factorial analysis revealed that the age of teachers had a significant impact on CPBL implementation (p < 0.001). Accordingly, younger age groups of 21–30 and 31–40 showed a greater predisposition for the implementation of CPBL than the 41–50 range. Additionally, the results revealed that 36.9% of teachers implement the methodology. Moreover, 79.76% of all responses indicated positive attitudes towards this approach. The findings point to important implications for course designers and for teachers.

Overcoming mental health stigma through student's awareness and project-based inclusive pedagogy in English teaching colleges: Moderating role of institutional support in China

Mental health stigma undermines collaborative work and creates communication breakdowns for students to face real-world challenges. Moreover, project-based English learning in East-Asian nations is a significant challenge for advancing students' effective learning, while students lack mental health self-awareness. Unawareness causes distractions and results in learning inefficiencies. Furthermore, without institutional support (IS) achieving effective learning could never be possible. Therefore, this study investigates the relationships between project-based learning (PBL) and mental health awareness (MHA) with effective English language teaching among university students in China. We also tested the moderation effect of IS in the relationships between PBL and MHA with effective English language learning (EEL). Using the purposive sampling technique, we collected valid responses from 713 students studying English as a foreign language in universities and colleges in Harbin, China. The findings interestingly supported the direct hypotheses between PBL and EEL, as well as MHA and EEL. Moreover, the moderating role of IS established a significant effect on both PBL and EEL, as well as MHA and EEL, respectively. Policymakers, practitioners, and academicians should understand that integrating PBL as an inclusive pedagogy method with proper IS may enhance effective learning; however, it will consume more time.