From Student’s Experience: Does E-learning Course Structure Influenced by learner’s Prior Experience, Background Knowledge, Autonomy, and Dialogue

Abstract

Background: E-learning is increasingly becoming a preference in higher education institutions worldwide; this is intended to assist educational institutions in achieving objectives to meet the proportion of individuals with their educational opportunities. Nevertheless, instructors and students frequently have concerns with their capacity to succeed in E-learning environments.Objectives: This study aimed to presents common eLearning challenges in regard to e-learning courses structure and its relations to various factors, for instance; students' autonomy, prior knowledge and experience, students-students dialogue, and students-instructor dialogue, and proposes solutions to these challenges based on the transactional distance theory. Moreover, this study presents evidence from Abuhassna et al. / Contemporary Educational Technology, 2022, 14(1), ep338 / 23Malaysian higher institutions based on theoretical models for e-learning course structure and its relations to the factors mentioned above.Methods: Data have been collected from 680 university learners all over Malaysia. Data were then examined using exploratory factor analysis, confirmatory factor analysis, and structural equation modelling employing Smart PLS 3.0 software. Results and conclusion:Research findings indicated that e-learning course structure was affected by all dimensions of overall path analysis findings: student autonomy, students background, student-instructor dialogue, and student-student dialogue. However, the e-learning course structure showed insignificant with students' prior experience.Implications: Implications for universities are discussed accordingly. Such findings provide vital support to the integrative association among collaborative control (CC) and transactional distance theory (TDT) regarding e-learning environments experience, which might support universities administrators in the higher education industry to implement, plan and evaluate online learning platforms applications in their institutions.

Implementation of Augmented Reality (AR) in Malaysian Education System

“…However, the effectiveness of AR in subjects such as Islamic Education and Morale are still limited. When this paper written, we did not found any study about the use or effectiveness of AR on the teaching and learning process for both subjects; Islamic Education and Morale; while these two subjects are vital in Malaysian perspective as they balance the material and non-material development; physical and spiritual; the morals and personality, cognitive and emotionality of each individual (Rofiq, 2010;Umiarso and Zamrani, 2011;Nur, 2013;Sukring, 2013;Wahida and Munawwaroh, 2021;Abuhassna and Awae, 2021;Van et al, 2021;Abuhassna et al, 2022a;Abuhassna et al, 2022b;Abuhassna and Yahya, 2018;Mammana et al, 2017). Therefore, the use of this AR technology should be expanded into the country's education system.…”

Strategies for Successful Blended Learning—A Bibliometric Analysis and Reviews

“…Although BL with much discussion today, however, since early 2000, educational organizations have approved different systems of mixing physical classroom instructions with online and other names such as hybrid, blended, and inverted or flipped-to the label of the integrating online and face-to-face classes [1,2]. The emphasized of BL advances when this still offers pedagogical richness, flexibility, in addition, to the increase in cost-effectiveness as an online system providing, however, this reduces transactional distance and increases learning engagement, considered valuable for many learners, and enhancing interaction between students and their teachers, students among themselves; and students with their study materials [3][4][5][6].…”

Exploring the Role of Diversity on Management and Attitude: A Bibliometric Analysis

“…To achieve this, we must cultivate justice and equality among the one working team in institutions and organisations, and when individuals from various groups feel valued, fair, and equal in dealing with organisations, they will do their best to raise the level of performance. Creativity and innovation can be the key to team competition (Abuhassna & Yahaya 2018;Abuhassna et al, 2020a;Abuhassna et al, 2022a;abuhassna 2020b). As a result, this study quantifies management diversity and attitudes in general.…”