Development and Validation of an E-Learning Education Model in the COVID-19 Pandemic: A Case Study in Secondary Education

Abstract

E-learning was crucial during the global lockdown. In this way, this article aims to propose and validate a holistic framework in which all the E-learning services are needed to ensure their effective implementation and use. To this end, an original 3S-T model, to measure E-learning success based on self-student assessment, was developed. This innovative model, which reinforces the existing theoretical framework of models, identifies a wide array of success predictors and relates them to various measures that help to reach success, including learning and academic achievements. The validation of the 3S-T model was carried out using the partial least squares structural regression equations modeling technique (PLS-SEM). In this analysis, four major constructors were identified as determinants of E-learning service performance, namely, the surrounding conditions, system characteristics, tutor’s development and student’s own performance. Although each of them is composed of several subcategories, finally, 15 indicators that estimate the fulfillment of these factors were defined and evaluated. The present study is strongly connected to the fourth goal of the Agenda established by the United Nations, which seeks Quality Education to ensure the sustainable development of countries.

Was humpty dumpty right?: Towards a functional definition of e-learning

“…The three most common principal subjects in the 39 reviewed papers were: exercises to define and describe e-learning as a concept (Adam et al, 2013;Al Zahrani & Kumar, 2015;Cardona-Román & Sánchez-Torres, 2011;Crescente & Lee, 2011;Denham et al, 2012;Grant, 2019;Hartley & Andújar, 2022;Ismuratova et al, 2017;Kergel & Heidkamp-Kergel, 2021;Khoury et al, 2011;Kumar Basak et al, 2018;Li, 2018;Mirmoghtadaie et al, 2019;Moore et al, 2011;Nagy, 2016;Rodrigues et al, 2019;Vagarinho, 2020;Vagarinho, 2018)); descriptions of the concept or implementation of specific e-learning programmes (Al-rahmi et al, 2015;Arzayeva et al, 2015;Kobewka et al, 2014;Launay-Vacher & Rieutord, 2014;Lewis et al, 2014;Martínez-Gómez et al, 2022); and, the use of artificial intelligence, machine learning, or semantic web technology to suggest and provide learning objects based on a learner's requirements (Ahmed et al, 2018;Kavitha & Lohani, 2019;Moubayed et al, 2018;Sengupta et al, 2021).…”

“…Some of the definitions say that e-learning is web-or internet-based, without mentioning other methods of content delivery (Ismuratova et al, 2017;Kavitha & Lohani, 2019;Kirkova, 2017;Rodrigues et al, 2019). Other definitions specify a wider variety of technologies, like the internet, Local Area Networks, tablets, smartphones, cloud systems, computers, TV, radio, cell phones, CDs, CD-ROMs, or DVDs (Crescente & Lee, 2011; Khoury et al, 2011;Martínez-Gómez et al, 2022). Six of the definitions put technology at their core, with other factors having secondary importance (Ismuratova et al, 2017;Kavitha & Lohani, 2019;Kobewka et al, 2014;Moubayed et al, 2018;Rodrigues et al, 2019;Sangra & Fernandez-Michels, 2011).…”

“…This means that the learner and the instructor need not be in the same location. A number of the definitions specifically mention this flexibility as a feature of e-learning (Adam et al, 2013;Cardona-Román & Sánchez-Torres, 2011;Khoury et al, 2011;Martínez-Gómez et al, 2022). This ability to engage in learning while physically separated from an instructor seems to be a fundamental property of e-learning, and should therefore be included in the definition.…”

“…Six of the definitions focus on pedagogy and instructional materials as the most important point (Cardona-Román & Sánchez-Torres, 2011;Crescente & Lee, 2011;Khoury et al, 2011;Launay-Vacher & Rieutord, 2014;Martínez-Gómez et al, 2022;Rodrigues et al, 2019). Of these, three mention a learner-centred approach as being important (Cardona-Román & Sánchez-Torres, 2011;Launay-Vacher & Rieutord, 2014;Rodrigues et al, 2019).…”

“…Three of the definitions refer to interactivity or communication (Cardona-Román & Sánchez-Torres, 2011;Martínez-Gómez et al, 2022;Rodrigues et al, 2019), albeit with different levels of emphasis. Cardona-Román and Sánchez-Torres (2011) take the most thorough view, mentioning synchronous and asynchronous communication, multidirectional communication, and collaborative learning, whereas Rodrigues et al (2019) merely mention an interactive learning environment.…”