While the significance of motivation in the adoption of mobile learning has been well-documented in numerous studies, empirical evidence regarding the roles of cognitive, social, and affective needs remains limited. This presents a notable gap in the field of education concerning the influence of motivational factors on mobile learning acceptance.…

This study explores the transformation of teaching and assessment methods in the context of media applications, particularly the rise of E-learning and blended teaching driven by rapid ICT advancements. These changes necessitate updates in teachers' teaching and assessment literacies to align with modern educational trends. This adaptation is…

Students are destined by South African Open Distance and e-Learning (ODeL) institutions of higher education to use formal e-learning platforms for learning while neglecting the use of informal e-learning platforms. This creates challenges during the learning process since students are struggling to use formal e-learning platforms owing to the…

AR-supported instruction has been verified to improve students' problem-solving skills. This study investigated 1041 university students and developed an empirical research model that combined technology acceptance, self-regulation, and AR-supported learning effectiveness with the structural equation model (SEM). At the same time, content analysis…

Informal Digital Learning of English (IDLE) is the result of the affordances of technology that allow learning to take place in unstructured learning contexts. However, how IDLE facilitates students' English language learning remains unclear. This study aims to investigate the strategies English as a foreign language (EFL) students employ to learn…

The existing e-learning models for higher-order thinking skills (HOTS) enhancement focus more on technology and e-learning methods, ignoring the important roles of human factors such as e-leadership, collaboration, and readiness. This exploratory sequential mixed-methods design study aimed to identify significant factors for e-learning practices…

This book examines professional engineering education in the Asia-Pacific region in the context of the history of the Faculty of Engineering at the University of Tasmania. It chronicles the development of professional engineering education at the University of Tasmania following the establishment of schools/faculties of engineering in Australia…

Engagement in digital reading assessments has been underexplored in spite of its importance for assessment and instructional design. In this study, we used different engagement indicators in two ePIRLS tasks (n[subscript 1] = 14,324, n[subscript 2] = 15,026) to identify engagement profiles, and interpreted them using the three-dimensional model of…

The purpose of this study is to examine how a virtual after-school PA program impacts social-emotional competency (SEC) among elementary school students. Students (N=122) participated, and SEC was measured at the beginning and end of the program. Data analysis included descriptive analysis of demographic variables and SEC. A dependent sample…

Massive open online courses (MOOCs) have gained rising popularity as a transformative approach to making education accessible to a global audience. This bibliometric review aims to map the evolving landscape of MOOCs research from 2008 to 2023, analyzing 2,026 Scopus-indexed articles using VOSviewer 1.6.20. The findings highlight a publication…

This practical resource illustrates how to establish and nurture relationships with intention, paving the way for meaningful student, instructor, and content engagement. Torres expertly peels back the layers of disengagement prevalent in today's college classroom and demonstrates how in-person and online courses can form ecologies that empower…

E-Learning has become a global phenomenon. It makes learning more accessible and acquisition of new skills and knowledge easier. In sub-Saharan Africa, however, online qualifications are often the subject of controversy regarding their recognition. This is clear evidence of unsuitable e-Learning systems, as well as the limited relevance of the…

Background: The COVID pandemic exposed limitations in online learning platforms. This study explores Real-time Shared Gaze Visualizations (SGVs), which use eye-tracking data to restore non-verbal social cues and improve teacher-learner communication. We aim to: (1) identify gaze patterns linked to learning, (2) compare these patterns across visual…

This online project was created to orient multilingual international students into the new academic context of a major Canadian university by offering them a set of asynchronous interactive self-paced modules. We drew on an academic discourse socialization framework to identify and scaffold areas in need of further development in students'…

Low retention and graduation rates persist in U.S. higher education. Contextual factors, perceptions of learning climate, and emotion-regulation strategies can influence students' academic goal progress. This study explored (a) whether the learning context (online or face-to-face classroom) affected students' perception of the learning climate,…