https://www.je-lks.org/ojs/index.php/Je-LKS_EN/issue/feed Journal of e-Learning and Knowledge Society 2024-02-08T11:11:07+00:00 Luciano CECCONI (Managing Editor) managing.editor@je-lks.org Open Journal Systems <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: December 31th, 2022)<br></strong>- <strong>Scopus</strong> H-Index: <strong>21<br></strong>- <strong>Google Scholar</strong> H-Index: <strong>37<br><br></strong><strong>Scopus (from 2009; reference year: 2022; reference date: May 5th, 2023)<br></strong>- Citescore (2022): <strong>2.2</strong><br>- CiteScore <span style="text-decoration: underline;">Rankings (2022)&nbsp;</span><br>&nbsp; -&gt; <strong>Education:</strong> <strong>Q2</strong>, <strong>55th percentile</strong> (#655 out of 1469);<br>&nbsp; -&gt; <strong>Computer Science Applications:</strong> <strong>Q3, 37th percentile</strong> (#499 out of 792);</p> <p style="font-size: 18px; margin-bottom: -45px;"><strong>Clarivate Web of Science (from 2015; reference date: December 31th, 2022)<br></strong>- Journal Citation Indicator: 0.49<strong><br></strong>- Category Rank: Q3, #465 out of 733 (Education and Educational Research)</p> <p style="font-size: 18px; margin-bottom: -45px;">&nbsp;</p> https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135878 Second Cover 2024-02-08T11:11:07+00:00 Managing Editor managing.editor@je-lks.org 2024-02-07T06:55:44+00:00 Copyright (c) 2024 Italian e-Learning Association (SIe-L) https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135669 Effective organizational factors in adopting e-Learning in education: extracting determinants and frameworks 2024-02-07T10:08:44+00:00 Mohammadhiwa Abdekhoda hiwaabdekhoda@gmail.com Afsaneh Dehnad afsanehdehnad@gmail.com <p>Organizational contextual factors, influencing the implementation of any new system, either in a business enterprise or an education institution, should be taken into consideration when comprehensive implementation of new system is considered.&nbsp; This scoping review was conducted with the aim of identifying the effective organizational factors in adopting e-learning. Data collection was carried out by searching the related keywords Web of sciences (WOS) and Scopus, with no limitation on date of publication. Different search strategies were applied to find the related articles. The content of the articles was analyzed by using a qualitative synthesis approach, and according to the inclusion and exclusion criteria. The search resulted in 21 articles eligible for analysis, which showed 20 effective organizational factors in adopting e-learning. These factors were classified in to four main themes: 1) institutional infrastructure and compatibility, 2) resources allocation, 3) organizational support and monitoring, and 4) motivation, innovation &amp; change management. The results also showed that Unified Theory of Acceptance Model (UTAUT) was the most prevalent adoption theory in the studies, followed by Technology Acceptance Model (TAM). This study reviewed the literature pertaining to the organizational effective factors in adopting e-learning. The results acknowledged that organizational factors are the backbone of e-learning adoption in universities and institutions. This fact should be taken into consideration by mangers and policy makers, especially in developing countries.</p> 2023-12-29T17:26:28+00:00 Copyright (c) 2023 Italian e-Learning Association (SIe-L) https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135764 Digital gender divide and adoption of open educational resources 2024-02-07T10:08:43+00:00 Pallavi Mahesh Shettigar pallavi.wgsha@manipal.edu Giridhar Kamath giridhar.kamath@manipal.edu Jyothi Mallya jyothi.mallya@manipal.edu <p class="JELKS-Abstracttext"><span lang="EN-US">This study aimed to understand the differences in the perception of male and female students in adopting Open Educational Resources based on the Technology Acceptance Model. A quantitative survey method was adopted to collect data from 322 students enrolled in a private university in Karnataka, India. Except for registering and enrolling on OER sites, the study did not find any digital gender differences in terms of usefulness, ease of use, and behavioral intention in adopting OERs among students.</span></p> 2023-12-29T18:17:06+00:00 Copyright (c) 2023 Italian e-Learning Association (SIe-L) https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135769 A methodology to design immersive Virtual Reality experiences for foreign language pronunciation training 2024-02-07T10:08:42+00:00 Ilaria Compagnoni ilaria.compagnoni@unive.it <p>Applications of immersive virtual reality (iVR) for language learning are on the rise due to enhanced interaction possibilities with virtual agents and objects. However, iVR environments for language learning are not yet supporting speech recognition, hence limiting the potential to use iVR for fostering users’ pronunciation training. This is due to a lack of methodological guidelines helping education professionals to create iVR environments effectively supporting speech recognition and pronunciation feedback. Moreover, no matter how close to reality iVR settings are designed to be, users may miss the correspondence between virtuality and reality due to design issues and lack of realistic input, with detrimental effects on enabling users to transfer iVR-acquired language skills to real-life interactions. Attempting to address these gaps, this study examines the methodology adopted by a group of researchers at the AP University of Applied Sciences and Arts in Antwerp to design an iVR experience for learning the pronunciation of Flemish words. Following a participatory design approach, an iVR prototype was planned and designed with the game engine Unity and targeted to prospective international students at the University of Antwerp. Findings from user trials revealed that virtual agents’ timed feedback, environmental real-likeness and users’ involvement in completing linguistic challenges were considered to be essential tenets for fostering iVR-based pronunciation training. Additionally, results suggested that further developments are needed to develop a technology for speech recognition in iVR environments that foster students’ pronunciation skills and cultural exposure through pre-reality language training.</p> 2023-12-29T18:50:56+00:00 Copyright (c) 2023 Italian e-Learning Association (SIe-L) https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135812 Interpreting students’ perception of the e-Learning environments: determining optimal Cut-off Points for the e-Learning Educational Atmosphere Measure (EEAM) 2024-02-07T10:08:40+00:00 Aeen Mohammadi aeen_mohammadi@tums.ac.ir Rita Mojtahedzadeh r_mojtahedzadeh@tums.ac.ir Atekeh Mousavi at.mousavi@yahoo.com Soroush Ahmadi Fariman amdsoroosh@gmail.com <p class="JELKS-Abstracttext"><span lang="EN-US">There is a need for institutions to evaluate their e-Learning educational atmosphere to improve students’ learning experiences. The E-Learning Educational Atmosphere Measure (EEAM) is a comprehensive tool focusing on the students’ perception of the e-Learning environment. To be able to verbally interpret the results of the measure for better comprehension and more effective and consistent usage, it is essential to establish clear cut-off scores. We aimed to determine the optimal cut-off points for the EEAM scores by plotting them as the ROC curves versus a single global rating question. The findings showed that while the range of the possible EEAM scores was 40 to 200, cut-off points of equal or below 127, between 127 to 152, and equal or above 152 indicated students’ perception of the e-Learning atmosphere as “poor to weak”, “moderate”, and “good to excellent” respectively. The Area Under the Curve for scores that reflected the “poor to weak” state was 0.875 (p-value=0.000) with a sensitivity of 84.8% and a specificity of 70.0%. This area was 0.947 (p-value=0.000) for the “good to excellent” state with a sensitivity of 100% and a specificity of 82.1%. Our findings are useful in studying, evaluating, and monitoring the e-Learning educational atmosphere of institutions or comparing the results of multiple settings.</span></p> 2023-12-30T15:39:13+00:00 Copyright (c) 2023 Italian e-Learning Association (SIe-L) https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135825 Virtual Reality Laboratories in Engineering Blended Learning Environments: Challenges and Opportunities 2024-02-07T10:08:39+00:00 Marina Brancaccio marina.brancaccio@unint.eu Domenica Mirauda domenica.mirauda@unibas.it Salvatore Patera salvatore.patera@unint.eu Ugo Erra ugo.erra@unibas.it <p>A great number of educational institutions worldwide have had their activities partially or fully interrupted following the outbreak of the COVID-19 pandemic. Consequently, universities have had to take the necessary steps in order to adapt their teaching, including laboratory workshops, to a fully online or mixed mode of delivery while maintaining their academic standards and providing a high-quality student experience. This transition has required, among other efforts, adequate investments in tools, accessibility, content development, and competences as well as appropriate training for both the teaching and administrative staff. In such a complex scenario, Virtual Reality Laboratories (VRLabs), which in the past already proved themselves to be efficient tools supporting the traditional practical activities, could well represent a valid alternative in the hybrid didactic mode of the contemporary educational landscape, rethinking the educational proposal in light of the indications coming from the scientific literature in the pedagogical field. In this context, the present work carries out a critical review of the existent virtual labs developed in the Engineering departments in the last ten years (2010-2020) and includes a pre-pandemic experience of a VRLab tool - StreamFlowVR - within the Hydraulics course of Basilicata University, Italy. This analysis is aimed at highlighting how ready VRLabs are to be exploited not only in emergency but also in ordinary situations, together with valorising an interdisciplinary dialogue between the pedagogical and technological viewpoints, in order to progressively foster a high-quality and evidence-based educational experience.</p> 2024-01-31T18:55:18+00:00 Copyright (c) 2024 Italian e-Learning Association (SIe-L) https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135872 Students in Italian online universities: enrollments time series analysis from 2005 to 2021 2024-02-07T10:50:01+00:00 Tommaso Minerva tommaso.minerva@edunova.it Annamaria De Santis annamaria.desantis@unimore.it Claudia Bellini claudia.bellini@unimore.it Katia Sannicandro katia.sannicandro@unimore.it <p>The advent, in 2004, of online universities in Italy followed the global trend of open and distance learning institutions. Within a brief span, the authorization of as many as 11 online universities was granted. Despite ongoing regulatory revisions and a prevailing skepticism regarding the actual quality of education these institutions furnish, student enrollment continues to rise annually. This study explores enrollment trends in Italian online universities from their inception through 2021, considering concurrent enrollment trends in traditional public and private universities. Additionally, we examine in detail the gender composition, subject areas of degree programs, and, most importantly, the geographic origins of enrolled students.</p> 2024-02-06T21:52:27+00:00 Copyright (c) 2024 Italian e-Learning Association (SIe-L)