Evaluation on e-learning readiness of Yangon and Mandalay technological universities, Myanmar

The, Mon Mon; Usagawa, Tsuyoshi

doi:10.1109/tencon.2017.8228202

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…However, in an online or hybrid delivery format, this is less of a concern, and a different strategy to increase learning outcomes is to increase assessment frequency by using quizzes or single-chapter exams. Increasing the frequency of assessments provides students the opportunity to retain the material for a longer period of time. − The lower stakes assessment environment also decreases the students’ desire to cheat online. − Even though the literature on the use of quizzes still include summative or final exams, the results showed that the students made greater learning gains with the higher frequency of use. Additionally, the time commitment involved per quiz is less, so it makes it easier for instructors who had to play double duty at home because day cares and schools were closed.…”

Section: Assessment Strategiesmentioning

confidence: 99%

Minimize Online Cheating for Online Assessments During COVID-19 Pandemic

2020

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When campuses across the world needed to transition to the online format due to the COVID-19 pandemic, there were many challenges educators faced, and addressing academic integrity issues were some of the most important. Certain strategies, such as online proctoring or additional software, were not available to most institutions because the expenses and training were too much to overcome. A more pedagogical and cost-effective strategy involved modifying the assessment format in a way that minimized or discouraged cheating. This paper presents strategies that effectively minimize cheating while addressing learning outcomes.

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Section: Assessment Strategiesmentioning

confidence: 99%

Minimize Online Cheating for Online Assessments During COVID-19 Pandemic

2020

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“…The top three priority factors are hardware, learning methods, and learning content. In [30], the aim was to assess the readiness for e-learning in two technological universities located in Yangon and Mandalay, Myanmar. This was achieved by investigating various characteristics, facilities, environments, and management practices pertaining to the universities and the students.…”

Section: Related Workmentioning

confidence: 99%

E-Learning Readiness Assessment Using Machine Learning Methods

Zine,

Harrou,

Terbeche

et al. 2023

Sustainability

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Assessing e-learning readiness is crucial for educational institutions to identify areas in their e-learning systems needing improvement and to develop strategies to enhance students’ readiness. This paper presents an effective approach for assessing e-learning readiness by combining the ADKAR model and machine learning-based feature importance identification methods. The motivation behind using machine learning approaches lies in their ability to capture nonlinearity in data and flexibility as data-driven models. This study surveyed faculty members and students in the Economics faculty at Tlemcen University, Algeria, to gather data based on the ADKAR model’s five dimensions: awareness, desire, knowledge, ability, and reinforcement. Correlation analysis revealed a significant relationship between all dimensions. Specifically, the pairwise correlation coefficients between readiness and awareness, desire, knowledge, ability, and reinforcement are 0.5233, 0.5983, 0.6374, 0.6645, and 0.3693, respectively. Two machine learning algorithms, random forest (RF) and decision tree (DT), were used to identify the most important ADKAR factors influencing e-learning readiness. In the results, ability and knowledge were consistently identified as the most significant factors, with scores of ability (0.565, 0.514) and knowledge (0.170, 0.251) using RF and DT algorithms, respectively. Additionally, SHapley Additive exPlanations (SHAP) values were used to explore further the impact of each variable on the final prediction, highlighting ability as the most influential factor. These findings suggest that universities should focus on enhancing students’ abilities and providing them with the necessary knowledge to increase their readiness for e-learning. This study provides valuable insights into the factors influencing university students’ e-learning readiness.

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“…However, confirming the effectiveness of e-learning for Myanmar students is vital before actually implementing e-learning in Myanmar universities. Mon Mon The et al (2017) reported on e-learning readiness in the Center of Excellent (COE) technological universities of Myanmar and measured the attitudes of 1024 students, including 326 students from Yangon Technological University (YTU) [12]. They found that YTU students have positive attitudes regarding the adoption of e-learning education.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of E-learning Experience through Online Quizzes: A Case Study of Myanmar Students

The

Usagawa²

2018

Int. J. Emerg. Technol. Learn.

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Universities in developing counties have come to understand that relying on only traditional classrooms is not sufficient to advance students’ knowledge and skills. The rapid development of information systems and internet technology has brought many educational innovations that can eliminate the boundaries of conventional teaching and learning. However, universities and their members including students are still experiencing challenges in understanding how to access e-learning practically and what type of direct benefits can be gained before e-learning can be implemented at their universities. Consequently, this study develops a pilot program for e-learning content based on quizzes and delivers that content to inexperienced students. The current work aims to measure the effectiveness of e-learning experiences on students after practicing through online quizzes. The findings indicate that students have better grades on their final post-test, which was taken after self-study and practice with online quizzes. All the third-year students (24 students in total) from the Department of Computer Engineering and Information Technology (CEIT), Yangon Technological University (YTU), Myanmar, participated in these pilot e-learning tests. The paper also examines the relationships among e-learning study-time, number of accesses, the number of online activities, the number of quiz activities and the improvements in outcomes of students. The findings of this research will be useful for the universities from Development in establishing e-learning education.

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Evaluation on e-learning readiness of Yangon and Mandalay technological universities, Myanmar

Cited by 3 publications

References 2 publications

Minimize Online Cheating for Online Assessments During COVID-19 Pandemic

Minimize Online Cheating for Online Assessments During COVID-19 Pandemic

E-Learning Readiness Assessment Using Machine Learning Methods

Effectiveness of E-learning Experience through Online Quizzes: A Case Study of Myanmar Students

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