An Expert-Opinion-Based Evaluation Framework for Sustainable Technology-Enhanced Learning Using Z-Numbers and Fuzzy Logarithm Methodology of Additive Weights

Abstract

As technology continues to shape the landscape of education, the need for effective evaluation frameworks for sustainable technology-enhanced learning (TEL) becomes increasingly vital. This study presents an expert-opinion-based evaluation framework, utilizing Z-numbers and the fuzzy logarithm methodology of additive weights (LMAW), to assess the sustainability of TEL approaches. This framework focuses on four main criteria: cloud services compliance, cloud M-Learning essentials, system and technological advancement, and organizations management readiness. Additionally, it incorporates 17 sub-criteria to provide a comprehensive evaluation of the system. Drawing on the expertise of subject matter specialists, the evaluation framework utilizes Z-numbers to account for the inherent uncertainty and imprecision in expert judgments. The fuzzy LMAW is applied to calculate the overall scores for each criterion and sub-criterion, enabling a quantitative measure of their importance in the evaluation process. The findings of this study will contribute to the development of a robust and scientifically rigorous evaluation framework for sustainable TEL. By incorporating expert opinions and employing Z-LMAW, decision-makers and stakeholders can objectively assess the sustainability of TEL systems. This framework holds promise for informing the design and implementation of strategies to enhance the quality, compliance, and technological advancements in TEL environments.

Interplay between technology and society: Effects of remote emergency teaching on undergraduate students' performance

“…The integration of technology-enhanced learning into educational systems has been significantly facilitated by advancements in ICT and mobile technologies [27]. This research explores the discernible impact of emergency remote teaching and distance learning on the academic performance of undergraduate students.…”

“…Established in 1967, the College acknowledged the necessity of staying current amidst unprecedented global changes. To address the dynamic educational environment shaped by the pandemic, the College strategically initiated the integration of technology-enhanced learning [27]. This study spans four consecutive academic years, from 2018/2019 to 2021/2022, focusing on students' achievements and course passing rates across three distinct teaching environments: traditional, distance learning, and hybrid.…”