Journal of e-Learning and Knowledge Society <h1 class="page-header" style="font-family: Raleway; margin-top: -50px;">Bibliometrics</h1> <p style="font-size: 18px; margin-top: -20px;"><strong>Italian ANVUR Ranking<br></strong>A-Class for Sector 10, 11-D1 and 11-D2</p> <p style="font-size: 18px; margin-bottom: -0px;"><strong>Publish-or-Perish (reference date: June 2021)<br></strong>- <strong>Scopus</strong> H-Index: <strong>18<br></strong>- <strong>Microsoft</strong> Academic H-Index: <strong>19</strong><br>- <strong>Google Scholar</strong> H-Index: <strong>30<br><br></strong><strong>Scopus (from 2009; reference year: 2020; reference date: June 2021)<br></strong>- Citescore (2020): <strong>1.9</strong><br>- CiteScore <span style="text-decoration: underline;">Rankings (2020)&nbsp;</span><br>&nbsp; - <strong>Education:</strong> <strong>Q2</strong>, <strong>61rd percentile</strong> (#504 out of 1319);<br>&nbsp;- <strong>Computer Science Application:</strong> <strong>Q3, 40st percentile</strong> (#404 out of 693);</p> <p style="font-size: 18px; margin-bottom: -45px;"><strong>Clarivate Web of Science (from 2015; reference date: June 2021)<br></strong>- H-Index: 10<strong><br></strong>- Average citation per Item:<strong> 1.57</strong></p> SIe-L - The Italian e-Learning Association en-US Journal of e-Learning and Knowledge Society 1826-6223 <p>The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.<br>The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS. <br>The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.<br>The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.<br>The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.</p> <p>The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.</p> <p>For all the information please check the Ethical Code of Je-LKS, available at</p> Second Cover <p>-</p> Managing Editor Copyright (c) 2022 Italian e-Learning Association (SIe-L) 2022-04-29 2022-04-29 18 1 10.20368/1971-8829/1135673 Participation and feedback as motivational triggers: insights from online students’ approach to learning <p>Since 2020, university courses and services have been affected by the COVID-19 global health emergency. Necessary safety measures have compelled educational systems to quickly convert to distance learning and, consequently, to modify their instructional design processes so that they can meet students’ needs. Changes have been seen in all teaching contexts, but in vocational higher education courses characterised by hands-on workshops that provide an experiential form of learning, professors are particularly pressed to find suitable formats for their virtual courses that allow students to participate and feel motivated to learn. Through the use of two qualitative case studies – a first-year and a third-year Education Sciences degree course, a three-year programme, at the University of Macerata, Italy – the present study focuses on motivational drivers. This article specifically describes and analyses the second case study, taking into account the lessons learnt and the inputs from the first case study. The data collection tools (questionnaire, observation grids) were designed starting from interpretative categories identified through analysing the first case study, in order to test the following research hypotheses and explore their connotations: (1) active student participation in group work can be a motivational challenge; and (2) both professor and peer feedback can be a key promoting aspect. The results of the study highlight the potential role of collaborative task-oriented practical learning activities in bridging students’ participation and feedback processes and fostering their motivation.</p> Laura Fedeli Copyright (c) 2022 Italian e-Learning Association (SIe-L) 2022-03-12 2022-03-12 18 1 1 10 10.20368/1971-8829/1135468 Modelling academic delivery challenges during COVID-19: a binary logistic approach <p>This study identifies significant challenges that academicians working in higher education experienced during the COVID-19 pandemic, as physical classrooms transformed into virtual ones. The study includes evidence from the experiences of higher education academicians from three countries: namely, India, Malaysia, and the United Arab Emirates. The study adopts a quantitative research method to analyse the challenges that impacted the ease of coping with pedagogical delivery and the significant differences across the three countries. The study uses binary logistic regression modelling to evaluate the significance of the identified factors. The findings indicate that academicians experienced challenges working from home while adapting to the new model of teaching. Contrary to the established results – gender, lack of formal training, work experience and home environment, which did not seem to impact consistently across the three geographical locations. This also is the highlight of the study, as we used the log odds to illustrate the probabilities of impacting factors in each geographical location on the Ease of Coping – the dependent variable. The findings of this study may be directed to comprehend the most substantial factors specific to ease of coping. As the universities prepare themselves for the ‘new normal’, this study will contribute towards a paradigm shift in higher education, thereby enhancing the development of a framework for an effective teaching model to address pedagogical transition.</p> Seena Biju Bhakti More Selvamalar Armathlingam Murthy V P S Veluri Siti Nurakmar Sh Ismail Copyright (c) 2022 Italian e-Learning Association (SIe-L) 2022-03-14 2022-03-14 18 1 11 22 10.20368/1971-8829/1135501 From technologies for a few to technologies for all: analysis of inclusive technologies perception in teachers in training <p>The paper presents the results of a survey conducted with teachers of lower and upper secondary schools who attended, in e-Learning mode, the specialization course for support in 2020 at the University of Macerata (Italy). The purpose of the survey was to: (1) extrapolate the teachers' point of view on the inclusive use of technologies at the beginning of the laboratory, (2) highlight the presence or absence of an inclusive logic underlying the teaching approach generally chosen in the use of tools and technological applications and finally, (3) analyze teachers in training perception about the skills they think they have learned at the end of the laboratory. Referring to the principles of Universal Design for Learning (UDL), the inclusive logic underlines the importance of knowing how to design educational interventions mediated by technologies that can be used by all students (not only those with Special Educational Need) therefore the presence/absence of the design aspect in teachers in training was considered fundamental to set up the laboratory path. In addition, the creation of the laboratory on the Teams platform has allowed teachers in training to learn and experience the inclusive potential that e-Learning can have if supported by a good design framework. In the contribution, the results of the investigation and the organization of the laboratory will be presented.</p> Valentina Pennazio Franco Bochicchio Copyright (c) 2022 Italian e-Learning Association (SIe-L) 2022-03-14 2022-03-14 18 1 23 33 10.20368/1971-8829/1135437 The impacts of integrated e-Learning system toward the challenges facing education sector during and post Covid-19 pandemic <p>Due to the Covid-19 pandemic, the school campuses have stopped face-to-face lessons to reduce its outbreak among students and staff members. This study presents a conceptual framework to investigate the factors influencing the usage of e-Learning platform among students of higher education institutions and their e-Learning system as course delivery. These factors include technology infrastructure support, system quality, information effectiveness and the e-Learning. The current study applied the Technology Acceptance Model (TAM), Innovation Diffusion Theory (IDT) and DeLone-McLean Model to explain the factors affecting e-Learning platform usage. This study has designed and proposed a theoretical framework based on information obtained from a newly developed questionnaire, which were distributed to two hundred and thirty (230) students from UI, <em>LAUTECH</em>, Ibadan poly and Okeogun poly located in Oyo State, Nigeria. This study involved students of these higher education institutions and the empirical data were analyzed using the Partial Least Squares Structural Equation Modelling. The findings revealed that technology infranstructure support, system quality and information effectiveness significantly influence the usage of e-Learning to enhance the service quality of higher education institutions among students. In this light, the outcomes of this study are useful for higher education insititutions adapting e-Learning to help them strategise future e-Learning portals to enhance their performance in different aspects, such as the Websites and multinational web-integration. It is worth noting that the theoretical background of this study is limited to TAM and DeLone-McLean, IDT and its scope is only limited to just four public institutions in Oyo state.&nbsp;</p> Yusuff Adejare Copyright (c) 2022 Italian e-Learning Association (SIe-L) 2022-04-04 2022-04-04 18 1 34 44 10.20368/1971-8829/1135385 Technological Pedagogical Content Design (TPCD) for a User-centered website: a case study in Finland <p class="JELKS-Abstracttext"><span lang="EN-US">Research on behavioral factors influencing website quality has resulted in user-centered website design methods. User Experience (UX) research and design are promising in identifying users’ needs, requirements, expectations, and desires to enhance their satisfaction with digital products and services. This study employs User Experience Honeycomb to understand the user aspects and utilizes Technological Pedagogical Content (TPC) for a systematic redesign of the content of a user-centered website. The website of Suomen Yrittäjät, the umbrella association of Finnish SME entrepreneurs, is the context of the case study in Finland and the data is collected from immigrant entrepreneurs with the user-experience method. The data is analyzed based on TPC components. The content of website is redesigned based on TPCD assuming immigrants as adult self-learners who learn knowledge and attitudes about entrepreneurship in Finland through the Suomen Yrittäjät website. This learning and knowledge-transfer process are argued to increase their cultural adaptation into the Finnish society. The novelty of TPCD is a pedagogical view on users to learn information, values, and skills through web pages. TPCD is a practical model offering systematic instructions to utilize user-experience methods for designing user-centered websites and other digital services. </span></p> Zahra Hosseini Kimmo Hytönen Jani Kinnunen Copyright (c) 2022 Italian e-Learning Association (SIe-L) 2022-04-19 2022-04-19 18 1 45 58 10.20368/1971-8829/1135490 The impact of Facebook usage in education on students’ academic performance at the University of Jordan <p class="JELKS-Abstracttext"><span lang="EN-US">Facebook, as a social networking site, is one of the most important means of communication technologies that have been widely adopted by college students and their professors worldwide. The purpose of this study is to shed light on the impact of Facebook on higher education generally and specifically on the academic performance of the students of the University of Jordan. For the completion of this study, the researchers selected a random sample of students from the University of Jordan and gave them a questionnaire on how Facebook affected their academic performance. The collected data was analyzed and tested by using correlation tests through SPSS, a data analysis program. The independent variable measured: 1- communication among students and communication between them and the faculty members; 2- sharing of resources and materials; 3- and collaboration among students. The academic achievement of students was measured by examinations and/or by continuous assessment such as (their GPAs, overuse or multitasking, and the time they spend on studying). Three pre-determined hypotheses tested are: (H1) Communication through Facebook has no significant impact on students’ academic performance. (H2) The sharing of educational resources and materials through Facebook does not significantly influence students’ academic performance. (H3) Collaboration among students through Facebook has no significant influence on their academic performance. </span></p> Suzan Yousef Khalil Yousef Copyright (c) 2022 Italian e-Learning Association (SIe-L) 2022-04-26 2022-04-26 18 1 59 74 10.20368/1971-8829/1135393 University climate in distance education contexts: developing an assessment instrument <p>The article presents the validation of an instrument for the assessment of students’ perception of the university climate in distance education settings. Also in such contexts, students establish relationships with classmates and teachers, and feel the atmosphere, the sense of belonging to an institution and to a community of learners. For teachers, however, it is difficult to understand how students perceive these dynamics. Therefore, the University Climate Questionnaire for Distance Education Contexts (UCliQ-DE), composed of 22 items, has been developed and validated through factorial analysis and reliability studies among a population of freshmen in an Italian BA program in Educational Sciences. It was concluded that the UCliQ-DE is a valid and reliable assessment tool, and that it yields five interpretable factors: the perception of the relationships among students, the sense of belonging to the academic community, the previous expectations about the online university climate, the perception of the relationships between students and teachers, and the awareness of the potential limits of online interactions.</p> Felini Damiano Elisa Zobbi Copyright (c) 2022 Italian e-Learning Association (SIe-L) 2022-04-27 2022-04-27 18 1 75 86 10.20368/1971-8829/1135564 Full enforcement of e-Learning during first movement control operation of COVID-19 pandemic: are Malaysian university students ready? <p>E-Learning has been practising in many countries as one of the teaching and learning processes to enhance pedagogy. COVID-19 pandemic has made it compulsory for students to have virtual classes at full usage for the first time of Movement Control Operation (MCO) from 18 March 2020. Are Malaysian university students ready for e-Learning? Thus, this study aims at determining three variables of attitude, skills, and knowledge related to the e-Learning readiness in having the classes at their own home. A total of 425 questionnaires on Google form were distributed via WhatsApp. Descriptive statistics and inferential analysis of readiness are employed. The finding shows that attitude contributes the most to the student’s readiness. There is no difference in respondents’ e-Learning readiness between those who stay in rural or town. The majority of respondents are at a moderate level of readiness. This finding will give an insight into the Ministry of Higher Education to consider appropriate actions to ensure the teaching and learning for University learning are not disrupted due to the COVID-19 outbreak.</p> Nor Azilah Husin Norfadzilah Abdul Razak Muhammad Saiful Hanif Khairi Nurul Syazana Mohamad Nazeri Copyright (c) 2022 Italian e-Learning Association (SIe-L) 2022-04-27 2022-04-27 18 1 87 93 Does teaching metacognitive skills through peer-conducted flipped classroom improve high school students’ self-regulation? <p class="JELKS-Abstracttext"><span lang="EN-US">Obtaining metacognitive skills is crucial for enhancing self-regulation. So, this quasi-experimental study aimed to assess the effect of teaching metacognition through peer-conducted flipped classroom on high school students' self-regulation. 107 students filled out Self-Regulation Questionnaire as the pre-test. Both control and intervention groups received a package of four-session multimedia e-content about metacognition during four weeks. Each week, the students in the intervention group participated in a face-to-face session during which peers handled the instruction, while participants in the control group had teacher conducted sessions. Finally, the same questionnaire was answered as the post-test. The results showed a significant increase from pre to post-test scores in the intervention group, in contrast to the control one with no significant increase. Between groups comparison of post-test scores resulted in a significant higher score in the intervention group. So, the findings showed the positive effect of teaching metacognition through this method on students’ self-regulation.</span></p> Aeen Mohammadi Melika Mohammadi Nazanin Zahra Keshvari Rita Mojtahedzadeh Shadi Asadzandi Bahareh Rahimifar Tehrani Copyright (c) 2022 Italian e-Learning Association (SIe-L) 2022-04-27 2022-04-27 18 1 94 100 10.20368/1971-8829/1135489