Sentence examples for e-learning environments from inspiring English sources

According to these authors, "e-learning research is at the early majority stage and foci have shifted from comparing the effectiveness of e-learning to developing models for e-learning environments and for teaching and learning strategies within various e-learning environments.

In e-learning environments, learning materials such as multiple-choice tests are considered as "object focuses," and activity emotions such as enjoyment, boredom, and anger can arise in such settings.

Fig. 2 E-learning environments, distance learning platforms.

On the subject of "E-learning environments, distance learning platforms", the topics related to "academic performance (20.4 %) and "learning styles" (25.0 %) were emphasized, with the topic of "assessment" being the least studied (3.7 %) (Fig. 2).

Students do not utilize the web-based learning environment or learning materials on e-learning environments.

Fig. 12 Methodology used in the articles as a function of the subject "E-learning environments and distance learning platforms" Fig. 13 Methodology used in the articles as a function of the subject "Tutorships and advice used in e-learning activities".

This requirement results in duplication in the teachers' work and takes more time (after preparing the e-learning environment for learning they have to prepare materials to hand out to students) and they do not know how to address this situation.

By analyzing the data, the students who learned with the developed e-learning environment could develop understanding of basic computer programming; moreover, they had positive attitude toward the developed e-learning environment which fit with their personalized learning.

The purpose of this study is to design an adaptive and intelligent individualized e-learning environment based on learning style and expert system named UZWEBMAT and to evaluate its effects on students' learning of the unit of probability.

As the result of the e-inclusion model is prediction of e-inclusion degree of person as well as e-inclusion risk factors for person, for instance inappropriate e-learning materials or no interest to learn, or dissatisfaction with e-learning environment, or others factors.

The contributions of this paper are towards supporting the e-learning environment for digital logic design learning and an evaluation of its use in this context.