Factors Influencing Virtual Learning System Usage in Higher Education

Virtual learning systems (VLSs), commonly referred to as learning or course management systems, have been formally adopted at many higher education institutions. However, knowledge of the actual usage of VLSs is limited in terms of what specific functional and non-functional characteristics are deemed useful and how this influences system usage. Furthermore, little is known about the role of other non-system-related factors related to VLS usage, such as pedagogic, organisational, and individual difference factors. This chapter proposes and describes the virtual learning system usage model (VLSUM), which represents the factors influencing VLS usage in higher education institutions. The VLSUM is based on a conceptual framework integrating multiple dimensions and is confirmed by the results of an empirical study. A mixed-methods research design was adopted in the development of the VSLUM. This model is valuable to educational technologists, instructional designers, and software designers for VLS implementation in higher education.

Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

This chapter reports on the Yemeni and Saudi EFL learners' use of language learning strategies (LLSs) in technology-mediated language learning contexts. The study examines whether nationality and gender play a significant role in using LLSs on electronic platforms. The study adopted a correlative design in which 100 Yemeni and Saudi university students were recruited to respond to an online close-ended questionnaire. Drawing on Oxford's classification of learning strategies, the findings of this study showed that metacognitive and cognitive strategies were used more frequently compared to the other LLSs. Moreover, the findings of t-test showed a significant difference in the use of LLSs attributed to nationality in favor of the Saudi learners and no significant difference in the choice of LLSs attributed to gender. The study provided some suggestions for EFL learners to benefit from technology in their English language learning.

A Framework for the Assessment of Learner Autonomy in Language Learning

This research reports on the assessment of the improvement in the language learner autonomy (LLA) of a group of Saudi medicine students at tertiary level following an intervention that aims to examine and enhance their LLA in a blended course. Thus, this study proposes a research model for the assessment of LLA in the 21st century and establishes a scale for its measurement. Because LLA is a combination of observable and non-observable behaviors, quantitative and qualitative methods were triangulated in a mixed method research to look at it through the learner voice and metacognition (process perspective) and through the learner gained test scores (product perspective). To overcome the problem that LLA is an unsteady state, the assessment model integrates summative and formative assessment methods. Findings show that the assessment of LLA helps to better understand the process of LLA enhancement and the potential factors that might influence learners' LLA.

A Digital Ecosystem for Teaching-Learning English in Higher Education

The aim of the research is to analyse pre-service teachers' perceptions about the effectiveness of the digital ecosystem implemented in the area of English morphosyntax in b-learning modality. Based on this goal, a qualitative research approach was adopted. One hundred forty-three learners were enrolled in the subject, and a total of 43 participated in the study. The instrument used to collect data was unstructured individual interviews. The findings suggested students' positive attitudes towards the implemented digital ecosystem. It highlighted that the students were active participants and knew how to manage their learning and how to collaborate with their classmates. The flexibility and accessibility provided by the technological tools available in the model allowed students to combine their personal and professional obligations with lifelong learning. It overcame all the spatial and temporal barriers and developed a kind of learning just-in-time, just-for-students, anytime and anywhere.

Distraction at Mobile Learning Environments

This chapter focuses on distraction at mobile learning environments from different perspectives. It is hoped that this chapter will contribute to the academic discussion on this topic by exploring whether the term ‘distraction' accurately describes learners' tendencies to leave the formal, standard, or prescribed content and access the non-standard applications and websites during the academic attempts. This chapter will also introduce a more in-depth discussion on the root causes that drive learners' deviation to the non-standard applications and websites. Furthermore, it will propose and discuss some emerging arguments such as converting ‘learning distractions' into ‘learning attractions' in a way that might enhance the academic discussion on theory and practice of mobile learning research. Finally, it will introduce three effective techniques and strategies that have the potential to control distractions in mobile learning environments.

An Expanded Framework for Facilitating Learner Autonomy and Enhancing Intrinsic Motivation Through Specifically-Designed Online Tasks

This chapter addresses the research gap in providing an extended framework for facilitating learner autonomy and enhancing intrinsic motivation through specifically-designed online tasks to enhance the development of reading skills in higher education. The approach to designing the reading tasks was informed by the comprehensive expansion of Chapelle's model explicitly to provide a theoretical framework for task design to assess the impact of the iPad-enhanced task design on the development of learner autonomy and motivation. Data collection and processing followed an exploratory case study approach applying mixed-method design. The differences in median scores for pre- and post-data were statistically tested using a Mann-Whitney U test. Thematic analysis was used to identify, analyze, and report themes in qualitative data collected for this study. Analysis of the results suggests that changing the culture of instruction and preparing university students for the realities of the digital age seem to be both positive and necessary.

Evaluation of Moodle, Canvas, Blackboard, and Open EdX

The digital world abolishing all the limitations to reach knowledge and removing the borders of the countries and even continents serves as a facilitator for everyone who wants to learn and reach knowledge. The growing demand for knowledge throughout the world also increases the need for a variety of courses from highly appreciated institutions and instructors in the most effective educational methods and techniques. Therefore, deciding which substructure or platform to be chosen by both enterprises to make a profit and learners to acquire knowledge in the most suitable way is becoming a more challenging issue for both counterparts of teaching and learning. In order to make this selection process easy, based on the document analysis method, this chapter presents an evaluative report on globally popular e-learning platforms including Canvas, Blackboard, Moodle, and Open edX in terms of their market share, user interface, feature strengths and weaknesses, and it reaches a conclusion by comparing and contrasting their differences and similarities.

Silent Observation

With the growth of information communication technology, new technologies are emerging, and their applications in learning are increasing. Emerging technologies that may produce effective learning outcomes include 5G technology to have efficient and effective learning, artificial intelligence – imitating human-like behaviour, voice searches, augmented reality (AR), virtual reality (VR), and mixed reality (MR). Research in the field of emerging technologies reflects that they are able to engage learners and grab their attention. Learners must be assessed to measure learning gains. Learner assessment using Bloom's taxonomy has been proved effective. Algorithm “Silent Observation,” proposed to assess learners, is found to be effective in its idea of conception stage. The algorithm has sound footing in micro-research findings on formative assessment and emerging technologies. Assessment using this algorithm will be an iterative process and will refine itself using AI techniques. “Silent Observation” has a strong pedagogical framework interweaving emerging technologies.

Technology Integration Into Instruction in the United States

Technology integration into higher education is considered essential in terms of achieving accountability performance measures that qualify institutions to receive federal grants. The policy presented in this chapter focuses on technology integration into curricula and instruction as a means to enhance student outcomes. This chapter describes the problems that prevent higher education institutions from integrating technology effectively into their educational systems, tracks the implementation of America's Higher Education Opportunity Act of 2008, and measures the progress of Section 204, Part G of the law. The chapter also proposes key solutions in an effort to better integrate technology into higher education classrooms.

Mobile Technologies Course Design

Mobile learning has the potential to increase the opportunities to make teaching and learning available beyond the traditional classroom. The main aim of this study was to develop a mobile technologies course delivered online and explore the effects of this online course designed on mobile technologies on the use of ICT skills, attitudes, and views of EFL instructors. While employing mixed methodology, explanatory sequential research design was applied. In this study, participants were selected through convenient sampling and the data were collated through a questionnaire used as pre- and post-tests, followed by semi-structured interviews and class observations. The results of this study indicated that the online training course on mobile technologies had a positive impact on the use of ICT skills and EFL teachers' views in general. Further, attending the mobile technologies course delivered online was very beneficial and effective for the instructors in that it helped them to develop their skills on the use of mobile technologies in English language teaching.