International Journal of Learning Technology (24 papers in press)

Regular Issues

• SATISFACTION OF STUDENTS AND TEACHERS WITH BLENDED LEARNING DURING COVID-19 PANDEMIC: AN ALGERIAN CASE STUDY  
  by Meriem Laifa, Samir Akhrouf, Djamila Mohdeb, Mouhoub Belazzoug 
  Abstract: The conversation on the effectiveness of blended learning experience in Algerian higher education has not received the necessary attention compared to developed countries. Moreover, there is a scarcity of research that discusses the impact and benefits of the pandemic-induced changes in Algerian higher education. The primary goal of this paper is to initiate a deeper conversation about blended learning in Algerian Higher Education using an exploratory research method based on empirical evidence and quantitative data. It examines teachers and students satisfaction with blended teaching and learning at Algerian universities since the start of Covid-19. There was a total of 782 students and 82 teachers involved with valid questionnaire responses, from two different Algerian public universities. The data were examined using descriptive and inferential statistical analysis, such as independent t-test, Mann-Whitney U-test, Kruskal-Wallis test, and one-way ANOVA. The results indicate low satisfaction with blended learning on both sides: students and teachers. Furthermore, the data do not suggest differences in satisfaction between teachers and students, either in terms of the program taught or the university to which they belong. However, there were significant differences among students based on their age and their level of study. The paper also discusses the values, benefits, and restrictions of the mandatory blended learning approach applied by the Algerian ministry since March 2020. Implications and recommendations for both practitioners and researchers are additionally addressed in this study to make informed pedagogical choices in the future.
  Keywords: Blended Learning; Blended Teaching; Information and Communication Technologies; Higher Education; Emergency Learning; Distance Education; COVID-19; University; Education.
  
  
• Effectiveness of E-Learning in Higher Education  
  by José Fernández Cerero, Marta Montenegro Rueda 
  Abstract: Geography education usually faces the problem of a monotonous learning process. Therefore, educators constantly seek better teaching strategies to present interesting and enjoyable classes. The main objective of this study is to present learning technology to improve geoheritage understanding through an open-access website powered by interactive virtual reality. This is research and development, adopted the Plomp development model. Data collection used a validation test on the material, media experts, and trials on 20 students and a geography teacher. The results of the validation and trials, interactive virtual reality media can be declared feasible for learning digital geography in schools. This media can increase students motivation, curiosity, and in-depth experience in studying the process of rock formation and lithosphere dynamics in the Ijen Geopark area.
  Keywords: electronic learning; higher education; information and communication technologies; systematic review.
  DOI: 10.1504/IJLT.2023.10057635
   
  
• Developing Interactive Virtual Reality as a Tech-Based Learning Media to Improve Students' Geoheritage Comprehension  
  by Robby Hilmi Rachmadian, Alfyananda Putra, Sumarmi Sumarmi, Heni Masruroh 
  Abstract: Geography education usually faces the problem of a monotonous learning process. Therefore, educators constantly seek better teaching strategies to present interesting and enjoyable classes. The main objective of this study is to present learning technology to improve geoheritage understanding through an open-access website powered by interactive virtual reality. This is research and development, adopted the Plomp development model. Data collection used a validation test on the material, media experts, and trials on 20 students and a geography teacher. The results of the validation and trials, interactive virtual reality media can be declared feasible for learning digital geography in schools. This media can increase students motivation, curiosity, and in-depth experience in studying the process of rock formation and lithosphere dynamics in the Ijen Geopark area.
  Keywords: interactive virtual reality; IVR; learning technology environments; geoheritage understanding; geography digital learning media; Ijen Geopark.
  DOI: 10.1504/IJLT.2023.10057649
   
  
• A novel recommendation of learning items based on deep neural networks and trust relationships  
  by Yamina Aissaoui, Lamia Berkani, Faical Azouaou 
  Abstract: With the rapid development of information technologies, online learning platforms have become the most convenient way for users(teachers and learners) to share their learning content. However, due to the increasing number of educational content, it becomes very difficult for learners to find the most appropriate items. Most previous methods focused on users' ratings to establish learners' profiles, while recent work has added users' comments. In this work we are interested on the usage of social learning networks and we propose a novel learning items recommendation approach through sentiment analysis. Two different deep neural network models (DNNs) have been used, namely: bidirectional encoder representations from transformers (BERT) and recurrent neural networks (RNNs) with their modified version, long short-term memory (LSTM). These models are based on the learners' data, including their favourite content and comments. To support learners in selecting learning resources, a list of trusted learners was developed using similarity between learners. In order to evaluate the effectiveness of our proposal, experiments have been conducted on two different datasets. The results we have obtained demonstrated that our approach outperforms the baselines and related work.
  Keywords: social learning networks; social recommender system; trust; sentiment analysis; deep neural models; BERT; recurrent neural network; RNN; long short-term memory; LSTM.
  DOI: 10.1504/IJLT.2023.10058112
   
  
• Explore How Perception of Emotional Blackmail Affects Users to Withdraw from Online Communities: A role of Psychological Stress  
  by Thuy Dung Pham Thi, Nam Tien Duong 
  Abstract: Due to the anonymity and convenience of online communities, community users may be subjected to emotional blackmail by other community members in the process of participating in online communities, which may lead them to withdraw from the online communities. Therefore, this study attempts to analyze the correlation between the perception of emotional blackmail and the tendency to withdraw from the online community, using the psychological stress of the online communities as a moderator and mediator to further analyze the interaction between the three variables. A total of 483 valid questionnaires from Internet community members were collected. Besides, the scale items for the three variables were developed. SPSS 20.0 and PROCESS software were used for statistical analysis to test all the hypotheses. The findings showed that the perception of emotional blackmail and the psychological stress of the online communities have a partially significant positive correlation with the tendency to withdraw from the communities. Moreover, psychological stress has a mediating effect but no moderating effect on the perception of emotional blackmail and the tendency to withdraw from the communities. The findings are expected to help online community operators to understand the needs of users and to maintain the sustainable development of the online communities.
  Keywords: Emotional blackmail; Psychological stress; Withdrawal tendency; Online community; Mediating effects; Moderating effects.
  
  
• Effective web technologies integration in e-learning 3.0 courses aiming at smart learning  
  by Vasiliki Karampa, Foteini Paraskeva 
  Abstract: In parallel to web evolution from 1.0 to 4.0 with trends to 5.0, e-learning has evolved to smart learning (SmL). E-courses are pedagogically designed and implemented using web technologies to provide smart learning affordances (SLAs). By following research-based design methodology, this study investigates the effectiveness of web technologies integration into a meaningful e-learning 3.0 environment, aiming at SmL. An e-course was pedagogically designed, implemented by integrating 35 web technologies, and evaluated by three independent e-learning experts using the technology integration matrix (TIM) framework, oriented towards meaningful learning (ML). Results showed that such integration enhances the effectiveness of the delivered e-course. The e-learning environment proved authentic, at least active, constructive, and goal-directed (GD), yielding corresponding SLAs; however, it failed to prove collaboration due to most web technologies limited collaborative opportunities provided. Additionally, fifteen Web technologies were prominent. Findings provide guidelines for web technologies integration and insights for future work.
  Keywords: web technologies; e-learning 3.0; smart learning affordances; SLAs; meaningful learning; ML; technology integration matrix; TIM.
  DOI: 10.1504/IJLT.2023.10058678
   
  
• Evaluation of Web Accessibility of an LMS Platform: A Portuguese University Case  
  by Sara S. Vilarinho, Dora Simões, João Batista 
  Abstract: In recent years, virtual teaching and training environments, namely Learning Management Systems (LMS), have been increasingly used to monitor learning and to provide learning materials to students. This investigation evaluates the accessibility of the LMS platform used in a Portuguese university, using web accessibility validation tools, an evaluation made by accessibility specialists, and a focus group with students. This assessment considers the principles of the Web Content Accessibility Guidelines (WCAG) and Universal Design (UD) principles to identify platform accessibility errors. The results indicate that the LMS still has many basic-level accessibility errors. The errors are described and systematised and some suggestions for correcting them are presented. Finally, some perspectives for future research are proposed.
  Keywords: Web Accessibility; E-Learning; Inclusion; Learning Management System; LMS; LMS Accessibility Evaluation; Web Content Accessibility Guidelines; WCAG; Universal Design; Universal Design in LMS.
  DOI: 10.1504/IJLT.2023.10058986
   
  
• A Hybrid Structural Equation Modelling and Neural Network Approach to Examine Students' Acceptance of E-LMS  
  by Shard ., Devesh Kumar, Sapna Koul 
  Abstract: This study aims to examine the effects of e-learning management system quality characteristics and student characteristics on continuous intention to use e-LMS. This empirical and quantitative study focuses on emerging nations, specifically India, and explores the acceptance of e-LMS among students. While previous research has examined student acceptance of e-LMS, a limited number of studies investigate the impact of e-learning management system quality and student characteristics on continuing e-LMS usage. This study aims to fill this gap by identifying the key variables that influence the adoption of e-LMS. The survey was disseminated online over four weeks in several departments of an HEI located in a rural, remote, and isolated area of the Himalayan foothills. 469 valid replies were obtained using the purposive sampling technique. The data analysis using the structural equation model showed that learner control, technology experience, motivation for learning related to technology, information quality, system quality, and service quality all had a statistically significant impact on students continued use of e-LMS. According to the neural network (NN) model results, the most significant factors influencing continuous intention to use e-learning are information quality, technological experience, service quality, system quality, motivation for learning, learner control, and personnel innovativeness.
  Keywords: e-learning; information system models; learning management system; students; web-based learning.
  DOI: 10.1504/IJLT.2023.10059508
   
  
• Centering Social Justice in the TeachLivE Simulated Classroom: Preservice Teachers Planning and Implementation of Culturally Relevant and Responsive Teaching Practices  
  by Jim Carlson, Yuko Iwai, Heidi Masters, Fanica Young 
  Abstract: Preservice teacher (PST) field placements often occur in homogeneous classrooms. Simulated classrooms are emerging as a complementary context for implementing new skills with culturally, linguistically, and socioeconomically diverse students. Previous studies have explored PSTs perceptions or provided quantitative findings of their culturally relevant and responsive teaching in a simulated classroom. This study explores how 12 PSTs planned and implemented culturally relevant and responsive teaching practices in TeachLivE. Results indicate PSTs excelled at planning and implementing lessons connected to the real world and aligned with students culture(s). PSTs also maintained high expectations by attending to student behavior in the moment and providing alternative modes of communication. Lastly, PSTs developed students awareness of prejudice and reinforced the valuing of other cultures. These findings have important implications for teacher education programs seeking to provide a standardized learning experience for PSTs to practice implementing culturally relevant and responsive teaching practices with diverse learners.
  Keywords: culturally relevant pedagogy; culturally responsive teaching; simulated classrooms; teacher education; preservice teachers.
  
  
• The impact of teachers' technological knowledge, technological pedagogical knowledge, and anxiety on their implementation of MS Teams  
  by Adil Youssef Sayeh, Hassane Razkane, Mohamed Yeou, Najat Mokhtari 
  Abstract: The present study investigated the type of influence teachers' technological knowledge, technological pedagogical knowledge, anxiety, age, and years of experience have on their time spent on the MS Teams platform. 171 high-school EFL teachers from the public sector in the city of El Jadida, Morocco, were given a questionnaire adapted from Heinssen et al.'s (1987) computer anxiety rating scale and Watkins et al.'s (2004) EFL teachers' ICT proficiency scale. Results of the multiple regression analyses in SPSS revealed that EFL teachers' anxiety toward the platform mediated the influence of teachers’ technological knowledge and technological pedagogical knowledge on their time spent on MS Teams and that teachers' knowledge is impacted by their age. We argue that Mishra and Koehler's (2006) technological pedagogical and content knowledge framework should incorporate the interference of affective factors in implementing technology in class.
  Keywords: TPACK; ICT proficiency; anxiety; e-learning; blended learning; age; LMS.
  DOI: 10.1504/IJLT.2023.10060057
   
  
• Students' E-Learning Satisfaction During the Pandemic: A Turkish Public University Example  
  by Mohammad Naserinia, Aykut Hamit Turan 
  Abstract: E-learning as a unique technology provides distance learning for users. With the outbreak of the COVID-19 era, this educational system attracted more attention than ever before. The main purpose of this study is to measure the success of Sakarya University in gaining students satisfaction with its own e-learning system. For this purpose, an online questionnaire was distributed among undergraduate students. 400 questionnaires were collected, of which 378 were retained for analysis. In the presented model, total of six variables were examined to evaluate and measure the satisfaction of students regarding e-learning. In this study, we found that the perceived usefulness and perceived ease of use in the e-learning system has a positive effect on user satisfaction. Therefore, not only educational centres should pay attention to the quality of infrastructure of the e-learning system, but also these institutions must try to encourage users to use e-learning technology and increase user satisfaction from current level.
  Keywords: e-learning; e-learning satisfaction; perceived user satisfaction; COVID-19; technology acceptance model; TAM.
  DOI: 10.1504/IJLT.2023.10060323
   
  
• Analysis of the Gap between Software Testing Courses at Universities and the Needed Skills by Industry  
  by Samer Hanna 
  Abstract: It is important that software testing courses at universities provide students with testing skills that are close to the skills needed by industry. To investigate if these courses do accomplish this role, this research provides comparison and empirical analysis of the topics provided by 80 software testing courses in nine countries around the world and the skills that are required by 400 software testing related job advertisements in the same investigated countries. Based on this analysis, the research provides a taxonomy of the testing topics by universities and the needed skills by industry. The main knowledge gaps between testing courses and job ads are explained in details. The results revealed that the testing techniques with huge gap with industry are load testing, regression testing, performance testing, functional testing, penetration testing, accessibility testing, exploratory testing and compatibility testing. The gaps in other areas of testing are also specified by the research. Providing data analysis of the required testing skills by industry and comparing these skills with the topics of testing courses will help universities to modify the topics and learning outcomes of these courses to make them closer to industrial needs.
  Keywords: academia industry gap; software testing; software testing topics; software testing education; software testing tools; data analysis.
  DOI: 10.1504/IJLT.2023.10060571
   
  
• Charting the Trajectory of Digital Literacy Research: A Review of Research Topics, Publication Venues, and Top Cited Papers  
  by Heena Choudhary, Nidhi Bansal 
  Abstract: This study employs bibliometric analysis delves into a multifaceted analysis, identifying influential journals, authors, countries, and articles in the realm of digital literacy. It embarks on a content analysis of top-cited papers to unveil prevalent themes in literature. The outcome is a robust conceptual framework that offers a holistic grasp of DL. Results highlight a consistent rhythm of publications in this field, pinpointing Lukasz Tomczyk as the most prolific author, Universitetet i Oslo, Norway as the most productive institution, Computers and Education Journal as the most-cited publication outlet, and North America as the most productive region. Content analysis of top-cited papers unearths dominant themes, ranging from DL conceptualisation, antecedents, measurement, training, to its impact and associated challenges. While this study is based on journal studies from the Scopus database, its implications reverberate far and wide. Academics can fine-tune research agendas and policymakers can craft effective strategies for fostering digital inclusion.
  Keywords: digital literacy; bibliometric; content analysis; review.
  DOI: 10.1504/IJLT.2023.10060691
   
  
• Examining Gender and Urban-Rural Divide in Digital Competence among University Students  
  by Kamal Ahmed Soomro, Mahnoor Ansari, Imdad Ali Bughio, Nasrullah Nasrullah 
  Abstract: Digital competence is now considered the most vital skill to thrive in today’s information age. This study aimed to examine the gender and urban-rural divide in the digital competence of university students. We surveyed 241 undergraduate and graduate students in the universities of Sindh, Pakistan. The findings showed that there was no significant difference in the participants' digital competence with respect to their gender. However, significant differences were found in the digital competence between the students of urban-located and rural-located universities. Additionally, results suggested that the participants' digital competence did not differ at the three levels of digital skills namely operational, informational, and strategic skills. The findings have implications for the researchers and policymakers regarding equipping university students with digital competence.
  Keywords: digital competence; gender; ICT skills; university students; urban-rural divide.
  DOI: 10.1504/IJLT.2023.10060929
   
  
• Analysis of Ghanaian Colleges of Education lecturers' ICT adoption using structural equation modelling  
  by Marien Graham, Ugorji I. Ogbonnaya, Emmanuel K. Boateng 
  Abstract: Understanding the acceptance of information and communication technology (ICT) is vital for effective educational practices. The technology acceptance model (TAM) is a prominent scientific framework for understanding technology acceptance. This study examines how Ghanaian lecturers' intentions to incorporate ICTs in T&L are affected by their beliefs and attitudes using the TAM as theoretical framework. Objectives include establishing how external variables and TAM constructs affect ICT usage. This paper covers the quantitative component of a mixed-methods, pragmatist investigation. The reliability and validity of the TAM were established using Cronbach's alpha and construct validity. Four out of ten hypotheses were confirmed, demonstrating significant effects: gender on perceived ease of use (PEU), PEU on perceived usefulness (PU), attitude towards use (AU) on behavioural intention to use (BIU), BIU on actual use. Based on the results, it is recommended that those who train lecturers in ICT integration emphasise the significant external variables and constructs.
  Keywords: College of Education; Ghana; information and communication technology; ICT; structural equation modelling; SEM; technology acceptance model; TAM; technology integration.
  DOI: 10.1504/IJLT.2023.10060930
   
  
• Implementation of Educational Gamification in Blended Learning Environment: Experiments of Field from Multi-Trial in Medical Sciences Groups  
  by Mohsen Keshavarz, Leili Mosalanejad 
  Abstract: Using educational games is one of the fun and effective teaching methods. The purpose of this research is to design and implement an educational gamification program in the form of blended learning models and also, evaluate it in students' learning environments and accept it from students' points of view in multi-trial groups. This research is semi-experimental in multiple groups and disciplines. The educational game was designed with the topic of addiction and was implemented in the form of blended learning models, in three groups for four years between 20192022. The results showed that after educational intervention, the mean score of most of the items was higher than the total average. In addition, studying and understanding concepts, supporting students in exams, creating motivation in learning, and success in lessons had the greatest impact on students learning. The results of game acceptance in educational games were higher than average in all dimensions.
  Keywords: active learning; game-based learning; medical science education; blended learning.
  DOI: 10.1504/IJLT.2023.10061489
   
  
• Citizen science co-constructed educational practices: a teacher training course  
  by Manuel Santos, Vania Carlos, António Moreira 
  Abstract: This paper presents the design of citizen science learning materials, emphasising the co-construction of knowledge. Using a design-based research methodology, we aimed to develop citizen science strategies that foster students' participatory citizenship. The study involved a teacher co-creation training course supported by a smart educational community and a network of community stakeholders, before and during the COVID-19 lockdown, in a secondary school of Aveiro, Portugal. A detailed description of the training course and its implementation is provided. Data collected by two surveys and a teacher self-awareness reflection is presented and discussed. During the study students did data gathering tasks, overcoming the formal/informal divide in learning, using participatory citizenship strategies, and learning guidelines. The study demonstrated the effectiveness of the co-construction process in developing citizen science learning materials, fostering citizenship engagement and collective awareness, creating a range of learning opportunities for students connected to their local context and promoting active citizenship.
  Keywords: learning guidelines; citizen science; teacher professional development; civic co-creation; participatory data collection; citizenship engagement; collective awareness; COVID-19.
  DOI: 10.1504/IJLT.2023.10061622
   
  
• Dynamic and Collaborative learning environments: their effect on Academic Performance and Students' Motivation  
  by Kanika Kanika, Neha Dutta, Krishan Dutt, Roop Lal, Prashant Ahlawat 
  Abstract: Teaching students in collaborative learning environments is a well-acknowledged pedagogical practice with numerous benefits. The paper presents the impact of a blend of dynamic and collaborative environments on students' academic performance and motivation in an engineering course. While the classroom environment is made collaborative using an automated grouping tool, the dynamic environment with immense possibilities for learning is also utilised to improve learning through visual cues. The study uses a quasi-experimental design where 253 students studying engineering were divided into four different groups. Qualitative and quantitative analysis of the results indicate that the approach generates significant differences in learning by influencing the academic performance and motivation of students positively. The results suggest that while using the dynamic environment improved learning outcomes significantly, using the collaborative learning function alone did not create a difference in factors affecting learning. It is noteworthy that merging the dynamic and collaborative environment also leads to significant improvements in academic performance.
  Keywords: collaborative learning; improving classroom teaching; lifelong learning.
  DOI: 10.1504/IJLT.2023.10061825
   
  
• A Systematic Review of the Use of Immersive Technologies in Young Children's Education  
  by Ridvan Ata, Kasim Yildirim 
  Abstract: Few studies have been conducted on the current state of immersive technologies in early childhood education despite the increase in scholarly attention paid to them. This paper identifies the focus and tendencies in the usage of immersive technologies, research contexts, sample sizes, methodological designs, immersive types, interventions, and benefits of such technologies in early childhood education. The results indicate that current focuses and topics are reading concentration and interest, story comprehension, understanding of visual shapes, motivation, interaction, attitude, attention, spatial skills, and cognitive attainment. In addition, the research designs and techniques included quantitative research methods and data were collected through pretests-posttests, performance, and recall tests. Besides, most research contexts are classroom settings and the most used immersion type is augmented reality while virtual reality is used at the rate of one in third less. Lastly, interventions are AR apps, picture books, games, VR environments, VR analogies, and manipulatives while benefits are mostly positive cognitive, affective, and behavioural outcomes.
  Keywords: immersive technology; augmented reality; virtual reality; early childhood; systematic review.
  DOI: 10.1504/IJLT.2023.10061836
   
  
• A multi-criteria course recommendation system based on the Skyline BNL and Top-Kws algorithms  
  by Aicha ER-RAFYG, Abdellah IDRISSI, Kaoutar E.L. HANDRI 
  Abstract: In today's digital age, online courses have become a valuable tool for learners to acquire new skills and knowledge. The global outbreak of COVID-19 has further accelerated the adoption of online learning as education service providers are forced to move their courses online to ensure the continuity of education. However, with many online courses, learners often find it challenging to select courses that meet their preferences and requirements. To address this issue, recommender systems (RS) have emerged as a popular solution for automatically analysing data and providing personalised recommendations to learners. Our previous work proposed a course RS based on the skyline block-nested-loops (BNL) algorithm. This algorithm filters courses based on multiple criteria, such as course duration, price, difficulty level, and rating, allowing learners to select courses that meet their specific preferences. However, the skyline BNL algorithm has limitations when learners must consider several criteria simultaneously. This limitation led us to propose a new RS that combines skyline BNL and top-k weighted sum (top-kws). The top-kws algorithm ranks courses based on a weighted sum of their features, allowing learners to select courses based on their relative importance.
  Keywords: multi-criteria recommender systems; courses recommendation system; skyline BNL algorithm; top-kws algorithm; e-learning.
  DOI: 10.1504/IJLT.2023.10061892
   
  
• Design and Validation of a Multidimensional Scale for Assessing Teachers' Perceptions Towards Artificial Intelligence in Education  
  by Hector Galindo-Domínguez, Martin Sainz De La Maza, Lucía Campo, Daniel Losada 
  Abstract: Artificial intelligence (AI) is a technology that has gained popularity in the educational field. In this regard, understanding teachers’ attitudes toward this technology is crucial for more efficient future implementations. However, the instruments and studies analysing teachers' perceptions toward AI are excessively scarce. The aim of this study was to design and validate a scale to measure teachers’ perceptions toward AI. A total of 445 teachers from Primary, Secondary, and Higher Education participated in the study. The final scale consisted of a total of 25 items divided into 4 dimensions (Willingness to use AI, Attitude toward AI, Professional expectations toward AI, and Personal experiences with AI), demonstrating excellent validity and reliability indices. Likewise, it was observed that teachers scored moderately high in the Willingness to use AI dimension, but moderately low in the Personal experiences with AI dimension; and, that differences in the dimensions based on educational stage were scarce.
  Keywords: artificial intelligence; AI; teacher attitudes; teacher behaviour; assessment; questionnaire.
  DOI: 10.1504/IJLT.2023.10062094
   
  
• A practical study on the use of MOOC for Geo-Informatics education on the edX platform  
  by Xiaojing Song 
  Abstract: The first MOOC course on geoinformatics, "Maps and the Geospatial Revolution" was provided as video materials by Penn State in July 2013, since then, the number of geoinformatics MOOC courses has increased significantly (Robinson et al., 2015). This study uses the edX geo-informatics course model as the origin of the experimental results to explore how to use MOOC design similar distance learning programs and improve upon them. Based on analysis of the course specifics, study population, drop-out rate, completion rate, and post-course questionnaire, quantitative data analysis was employed to answer the question of MOOC geo-informatics learning on edX; based on evaluating and examining particular data, an emphasis was placed on investigating the uses of MOOCs in the geoinformatics curriculum. The results show that MOOCs are an excellent method to support the dissemination of knowledge of Geo-informatics (Lee and de Vries, 2019).
  Keywords: MOOC; Geo-Informatics; active learners; completion rate; passing rate; drop-out rate; e-learning.
  DOI: 10.1504/IJLT.2023.10062132
   
  
• Technological-pedagogical knowledge in problem-solving teaching: an exploratory study of mathematics teachers  
  by Astri Wahyuni, Yaya S. Kusumah, Bambang Avip Priatna Martadiputra, Agus Hendriyanto 
  Abstract: The development of technology has brought about modern ideas in teaching and learning. This research study investigates how experienced Mathematics teachers use digital tools to solve non-routine mathematical problems and communicate their solutions. A qualitative study with a case study design found that effective technology integration in mathematics education requires a deep understanding of mathematical problem-solving, effective use of digital tools, and a strong TPACK framework. Teachers must be adept at selecting and creating mathematical problems, choosing problem-solving models, and facilitating students' problem-solving skills through appropriate tasks. Although technology can enhance traditional teaching methods, it should be used wisely and purposefully to support and enhance the teacher's role, rather than replace it. In addition, teachers need to consider their students' diverse learning needs and use various teaching strategies to ensure that technology is effectively integrated into their teaching practices.
  Keywords: mathematical teaching; problem-solving; technology in education; TPACK.
  DOI: 10.1504/IJLT.2023.10062134
   
  
• Investigating the Adoption of E-Learning as a Sustainable Solution in Higher Education Using the TAM Model  
  by Anshita Chelawat, Richal Tuscano, Roshani Prasad, Seema Sant 
  Abstract: This study aims to explore factors predicting the use of e-learning as a sustainable solution in Indian Higher Education Institutions by employing a modified version of the technology acceptance model (TAM). An online questionnaire (n = 200), capturing post-graduate management students from the Mumbai Metropolitan Region, was analysed using PLS-SEM and SPSS. Based on the theoretical model, perceived ease of use (PEOU), perceived usefulness (PU) and perceived enjoyment (PE) are the factors responsible for predicting students’ behavioural intention to use e-learning (BI) followed by actual usage (AU) which ultimately leads to the use of e-learning as a sustainable solution (ELSS). The results indicated that while PEOU has no significant impact on BI, PU and PE significantly affect BI. The study also validates the TAM model, as acceptance of e-learning is predicted by the users’ BI. The study concludes that for ELSS, the use of e-learning should be promoted.
  Keywords: e-learning; online learning; sustainability; sustainable solution; technology acceptance model; TAM; higher education; HE.
  DOI: 10.1504/IJLT.2023.10062596