Journal of e-learning Research <p>The Journal of e-learning Research (JELR) is a peer-reviewed applied research journal that provides case studies, best practices, and perspectives on the utilization of the Internet in learning and online education studies. Distance education institutions across the world as well as experts in distance, adaptable, and technology-based forms of learning are the main subscribers of the Journal. Articles submitted from contributors worldwide are peer-reviewed by an international committee of scholars and academia in the field.</p> Mokslines Leidybos Deimantas (Diamond Scientific Publication) en-US Journal of e-learning Research 2669-235X Students’ Experiences of E-learning During Covid-19 in a Selected State University in Zimbabwe <p>The outbreak of Covid-19 and its declaration as a global pandemic by the World Health Organisation (WHO) forced universities in Zimbabwe and beyond to abandon the usual face to face teaching and learning after national lockdowns were instituted by governments to curb the spread of the deadly pandemic. E-learning became the new normal. This study explored the e-learning experiences of university students from different socio-economic backgrounds during the national lockdown at a selected university in Zimbabwe. The case study research design which derives from the qualitative research approach and interpretivist paradigm was used. Data were gathered from fourteen purposively sampled Master of Education students through semi-structured interviews and focus group discussions. It was established that students could not afford data bundles for e-learning as they were very expensive. Also, a number of students from both affluent and poor backgrounds lacked meaningful knowledge on how to use Google Classroom e-learning platform as they had only received a one-day training before universities closed. Connectivity challenges also affected all students across the social divide, leading to the adoption of WhatsApp as an e-learning platform which could be accessed with limited network connectivity. Due to these and other problems, e-learning was viewed as a preserve for the rich and computer literate while those from poor backgrounds remained out of the google classes due to lack of resources. It was recommended that universities support e-learning through proper training of students and provision of data to those who cannot afford it.</p> Admire Mhindu Copyright (c) 2023 Admire Mhindu 2023-06-19 2023-06-19 2 1 1 11 10.33422/jelr.v2i1.294 Perceived Factors That Affect the Overall Use of iBox Among Integrated Science Teachers <p>The study sought to determin the perceived factors that affect the overall use of the iBox among the integrated science teachers in the initial Secondary Education Improvement Project (SEIP) suppported Senior High Schools in the Upper East Region of Ghana. The study employed a cross-sectional survey research design and used mainly questionaire and interview schedules as the instrument. Out of the 162 participants sampled, 155 questionnaires were fully completed and validated. Data analysis procedures included frequencies and percentages. The availability of Information Technology facilities and other technical factors in the participating schools affected the frequency of use of the iBox. Also, the teachers who were equal to or less than 40 years used the iBox much frequently than those who were much older. It was recommended among others that the GES and the SEIP to provide regular inservice training in information technology for the integrated science teachers and that they should be provided with the necessary motivation and support. It was also recommended that the GES should develop a policy which mandates all SEIP schools to utilise and integrate the available educational technologies installed in their schools. It was suggested that future research be carried out on the overall impact of the iBox on students' academic performance in integrated science from 2015 to date.</p> Joshua Awuni Ezekiel Akotuko Ayimbila Sandra Agampoka Abelomzore Copyright (c) 2023 Joshua Awuni, Ezekiel Akotuko Ayimbila, Sandra Agampoka Abelomzore 2023-06-19 2023-06-19 2 1 12 28 10.33422/jelr.v2i1.178 Arabic Ontology: Linguistic Engineering Foundations <p>This scientific intervention aims to raise the issue of the automatic processing of natural languages. Especially at its levels related to ontological studies, enabling the machine to recognize information and invest it accurately, beyond the constraints of semantic ambiguity is considered a scientific challenge. This would not be possible without relying on the contextual detection process of linguistic engineering, which is based on a hybrid approach that combines both statistical and linguistic methods. It is an approach that falls within the context of platform linguistics, or what is termed "fourth-generation linguistics", a natural outgrowth of the digital revolution, based on its horizontal extension in various domains and fields of knowledge, thus establishing a new indicative model in which platforms with linguistic and computer interact. In this context, the associative aspects within the compositional linguistic perceptions are a focal point in operating research operations that fall within the automatic processing of natural language, given the nature of its theoretical and methodological architecture with an empirical inductive basis. It also enables the building of computer platforms by preparing morphological, synthetic, semantic, and pragmatic analyzers. Investing in the advanced technological tools provided by the artificial intelligence system; especially in its aspects related to machine learning, deep learning, and neural network; will enable the provision of a linguistic platform capable of developing paths of teaching the Arabic language to non-native speakers.</p> Ali Boulaalam Nisrine El Hannach Copyright (c) 2023 Prof. Ali Boulaalam, Prof. Nisrine El Hannach 2023-06-19 2023-06-19 2 1 29 49 10.33422/jelr.v2i1.378 Developing a Virtual Engineering Lab Using ADDIE Model <p>In recent years, digital competence has become essential at the workplace. There is a growing demand for engineers with both employability and digital skills. As a result of the technological advancements, the Virtual Laboratory (VLab) concept was created to provide students with a safe environment to acquire the skills and enthusiasm to enhance the delivery of STEM (Science, Technology, Engineering, and Mathematics) subjects. This study presents a VLab developed using ADDIE model design criteria that allows users to perform VLab in engineering education. Users were able to carry out experiments individually or collectively, creating an effective, flexible learning environment for students. This was integrated smoothly into the Campus Moodle platform learning environment. The VLab design and implementation details are explained and validated through Alpha and Beta acceptance testing. A mixed-methods research design was used to collect and analyse the data. Questionnaires were used to collect quantitative data from 144 students, and 17 of them were interviewed to collect qualitative data. The findings revealed that the VLab is a collaborative, effective, and interactive learning environment that develops graduates' knowledge, soft skills, and digital skills while also improving their competencies relevant to the enhancement of digital skills at their workplace. As a result, lecturers are recommended to use VLab to enhance the quality of teaching and advance the learning experiences of their students.</p> Mohamed Amish Sha Jihan Copyright (c) 2023 Mohamed Amish, Sha Jihan 2023-06-19 2023-06-19 2 1 50 69 10.33422/jelr.v2i1.417 Administrative Challenges of Centre Workers of University of Education, Winneba <p>This study examined the administrative challenges faced by study centre workers of the University of Education, Winneba. The study employed a cross-sectional survey design. A structured questionnaire was administered to 84 study centre workers, selected through census. Frequencies, percentages, means and standard deviation, were used to analyse the data obtained. The study revealed that centre workers admitted to knowing and taking up their administrative responsibilities for the programme’s success. Again, the study showed that irregular payment of tutors’ claims and insufficient and unequal distribution of course materials were challenges faced by the study centre workers. Also, the centre workers employed some coping skills to run the study centres. These include: arriving on time during tutorial and examination days to put arrangements in place; delegation of authority to course representatives to execute daily routines; making available teaching and learning resources to tutors. The study recommends that the management of CODeL, UEW, should organise frequent workshops for the Centre workers to update their knowledge about their responsibilities. In addition, management should resolve the issue of irregular payment of tutors' claims and sensitize the workers on a regular basis regarding strategies they could employ to address their challenges in their administrative duties.</p> Michael Subbey Copyright (c) 2023 Michael Subbey 2023-06-19 2023-06-19 2 1 70 81 10.33422/jelr.v2i1.425