Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
E-learning Trends and Opportunities
share announcement

E-learning Trends and Opportunities

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 October 2021) | Viewed by 9052

Special Issue Editors

Prof. Dr. Enrique Barra Arias

E-Mail Website
Guest Editor
Telematics Engineering Department, Universidad Politécnica de Madrid, 28031 Madrid, Spain
Interests: technology-enhanced learning; educational games; video-based learning; video conferencing; social networks
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Aldo Gordillo

E-Mail Website1 Website2
Guest Editor
Computer Science Department, Universidad Politécnica de Madrid, 28031 Madrid, Spain
Interests: educational technology; computer science education; learning objects; game-based learning; gamification; e-learning systems
Special Issues, Collections and Topics in MDPI journals
Dr. Sonsoles López-Pernas

E-Mail Website
Guest Editor
Departamento de Ingeniería de Sistemas Telemáticos, Escuela Técnica Superior de Ingenieros de Telecomunicación, Universidad Politécnica de Madrid (UPM), 28031 Madrid, Spain
Interests: educational escape rooms; authoring tools; learning analytics; engineering education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

E-learning has experienced tremendous growth in the last few years thanks to the huge advances in technology and software that have reduced their costs while increasing their capabilities. Some of these advances in technology represent an opportunity, while others set a new trend with possibilities for improving e-learning. This Special Issue aims to address these advances in technology together with the questions and research lines that remain open in technology-enhanced learning. Examples of the topics addressed are: Can artificial intelligence be useful and help teachers in their daily work? Can machine learning and learning analytics reduce drop out rates in e-learning courses? How can we address e-assessment in a reliable and sustainable way? Are virtual reality, augmented reality, and mixed reality effective in e-learning?

This Special Issue is an opportunity to share your experiences and research on these leading topics related to e-learning. Articles are welcome on research, practice, experience, current issues, or literature reviews. Visionary papers describing the future of education, supported and transformed through technology, are welcome as well.

Topics of interest include, but are not limited to:

  • artificial intelligence in e-learning;
  • machine learning in e-learning;
  • e-assessment;
  • technology-enhanced learning and online learning environments;
  • diversity, accessibility, and inclusiveness in e-learning;
  • life-long learning and professional development through e-learning;
  • virtual labs and simulations;
  • MOOCs and other types of online courses;
  • students as creators of digital educational resources;
  • learning analytics, educational data mining, and web mining in education;
  • e-learning models and standards;
  • video-based learning;
  • synchronous vs. asynchronous e-learning;
  • online collaborative learning;
  • mobile learning;
  • VR/AR/MR in education;
  • serious games and gamification; and
  • ethical and privacy-related aspects of e-learning.

Prof. Dr. Enrique Barra Arias
Prof. Dr. Aldo Gordillo
Ms. Sonsoles López-Pernas
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • e-learning
  • technology-enhanced learning
  • MOOCs
  • artificial intelligence
  • machine learning
  • inclusiveness
  • diversity
  • e-assessment
  • learning analytics
  • educational data mining
  • serious games
  • gamification
  • SRL
  • prosumers
  • life-long learning
  • privacy

Published Papers (3 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Review

16 pages, 588 KiB  
Article
Construction of Questionnaire-Scale USOTIC “Social Networks in Primary and Secondary School Students: Use and Digital Coexistence”
by María Carmen López Berlanga, Luis Ortiz Jiménez and Cristina Sánchez Romero
Educ. Sci. 2022, 12(3), 155; https://doi.org/10.3390/educsci12030155 - 23 Feb 2022
Cited by 1 | Viewed by 2505
Abstract
In the present work, the construction process, namely the design, elaboration and validation of a questionnaire-scale is described to evaluate the attitudes and interactions in the way of living in the digital world of social networks in primary and secondary students. The current [...] Read more.
In the present work, the construction process, namely the design, elaboration and validation of a questionnaire-scale is described to evaluate the attitudes and interactions in the way of living in the digital world of social networks in primary and secondary students. The current aim was to analyse the means, uses and risks, as well as the sources of training and advice those students have to interact with the diverse range of devices with an internet connection that provide access to social networks. The participating sample for validation was 1073 students from the Primary and Secondary Education stages of centres with organic dependency: Private, concerted and public. The obtained results express the satisfactory metric quality of the questionnaire, thus presenting a theoretically based and operationally defined instrument, considering four relevant dimensions: Special, environmental, perceptual and motivational. Full article
(This article belongs to the Special Issue E-learning Trends and Opportunities)
►▼ Show Figures

Figure 1

19 pages, 1351 KiB  
Article
Learners’ Performance in a MOOC on Programming
by Lidia Feklistova, Marina Lepp and Piret Luik
Educ. Sci. 2021, 11(9), 521; https://doi.org/10.3390/educsci11090521 - 8 Sep 2021
Cited by 10 | Viewed by 1761
Abstract
In every course, there are learners who successfully pass assessments and complete the course. However, there are also those who fail the course for various reasons. One of such reasons may be related to success in assessment. Although performance in assessments has been [...] Read more.
In every course, there are learners who successfully pass assessments and complete the course. However, there are also those who fail the course for various reasons. One of such reasons may be related to success in assessment. Although performance in assessments has been studied before, there is a lack of knowledge on the degree of variance between different types of learners in terms of scores and the number of resubmissions. In the paper, we analyse the performance in assessments demonstrated by non-completers and completers and by completers with different engagement levels and difficulty-resolving patterns. The data have been gathered from the Moodle statistics source based on the performance of 1065 participants, as regards their completion status, the number of attempts made per each programming task and quiz, and the score received per quiz. Quantitative analysis was performed with descriptive statistics and non-parametric tests. Non-completers and completers were similar in resubmissions per quiz, but the former, expectedly, made more resubmissions per programming task and received lower quiz scores. Completers made more attempts per task than per quiz. They could provide a correct solution with a few resubmissions and receive good scores already at a pragmatic engagement level. At the same time, the increased use of help sources in case of difficulties was also associated with a higher number of attempts and lower quiz scores received. The study may have implications in understanding the role of assessments in dropouts and how completers with different engagement and difficulty-resolving patterns cope with assessments. Full article
(This article belongs to the Special Issue E-learning Trends and Opportunities)
►▼ Show Figures

Figure 1

Review

Jump to: Research

23 pages, 777 KiB  
Review
A Literature Review on Intelligent Services Applied to Distance Learning
by Lidia Martins da Silva, Lucas Pfeiffer Salomão Dias, Sandro Rigo, Jorge Luis Victória Barbosa, Daiana R. F. Leithardt and Valderi Reis Quietinho Leithardt
Educ. Sci. 2021, 11(11), 666; https://doi.org/10.3390/educsci11110666 - 21 Oct 2021
Cited by 11 | Viewed by 3683
Abstract
Distance learning has assumed a relevant role in the educational scenario. The use of Virtual Learning Environments contributes to obtaining a substantial amount of educational data. In this sense, the analyzed data generate knowledge used by institutions to assist managers and professors in [...] Read more.
Distance learning has assumed a relevant role in the educational scenario. The use of Virtual Learning Environments contributes to obtaining a substantial amount of educational data. In this sense, the analyzed data generate knowledge used by institutions to assist managers and professors in strategic planning and teaching. The discovery of students’ behaviors enables a wide variety of intelligent services for assisting in the learning process. This article presents a literature review in order to identify the intelligent services applied in distance learning. The research covers the period from January 2010 to May 2021. The initial search found 1316 articles, among which 51 were selected for further studies. Considering the selected articles, 33% (17/51) focus on learning systems, 35% (18/51) propose recommendation systems, 26% (13/51) approach predictive systems or models, and 6% (3/51) use assessment tools. This review allowed for the observation that the principal services offered are recommendation systems and learning systems. In these services, the analysis of student profiles stands out to identify patterns of behavior, detect low performance, and identify probabilities of dropouts from courses. Full article
(This article belongs to the Special Issue E-learning Trends and Opportunities)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-3
Back to TopTop