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Recently, at the end of 2019, the whole world was affected by the outbreak of COVID-19 disease, which has caused massive disruption of the normal teaching and learning process worldwide, including Thailand's educational system. This sudden shift of the educational processes to online learning and teaching has caused many challenges as teachers, learners, and educational institutes are not well-prepared, especially in developing countries like Thailand. This research used a mixed-methods approach, quantitative and qualitative data, in which a google form survey questionnaire was designed in both English and Thai language to (1) investigate Thai students' perceptions of the online learning experience; (2) assess factors that cause challenges in online learning in Thailand; (3) find out strategies for improvement and overcome the challenges. For the sample of the study, 465 students were selected purposively from two public Universities in Thailand due to convenience for collecting data as two co-researchers were teaching in these universities. Results identified major challenges such as the temptation to see other sites, difficulty in understanding the lesson context, poor internet connectivity, difficulty in time management, difficulty in attending the online examination, poor quality of learning experience, low interest/motivation, difficulty in selecting the area at home, difficulty in doing work assignment/task, and distraction at home learning environment. Among the identified factors for these challenges were distraction due to noise and poor learning environment at home, teacher's incompetency due to technical, poor teaching skills, unstructured content or no follow-up, and technological constraint affecting the quality of audio/video uploaded connectivity, technical issue or data limit. Students also suggested strategies to overcome online learning challenges such as improvement in evaluation, connectivity, interactivity, content and accessing materials. The study concluded that all these factors and strategies should be considered for the effective implementation of the online education system in Thailand.

In the Zone argues that challenge is an essential element of true learning, without which there can be no progress. It brings together supportive materials to encourage teachers to reflect on their present practice, take sensible risks with their teaching, and understand the importance of enjoyment and engagement for both teachers and pupils.At a time when test and examination results still dominate the educational landscape, there is a need to focus on, and support teachers with, the real meaning and purpose of learning. In the Zone concerns itself with important aspects of learning that are not always prominent in government policy and legislation. In particular, it argues that challenge is an essential element of true learning, without which there can be no progress. It brings together supportive materials aimed at encouraging teachers to reflect on their present practice, take sensible risks with their teaching, and understand the importance of enjoyment and engagement for both teachers and pupils. Importantly, the book is fully up to date with the new Ofsted Education Inspection Framework and current thinking around positive pupil mental health.\"In the Zone is a concise and accessible book focused on children's learning and how, as a teacher, we can maximise this, both at school and beyond...It is hard to strike the right balance and the author helps with this by offering questions or tasks at the end of each chapter providing structured reflection and prompts to relate the content to personal practice and experience. Furthermore the author's use of a wide range of research, opinions and visual aids alongside real life examples was thought provoking. Therefore the book is ideal as a point of reference if you want to try something new or want to be reminded of personal key motivators for becoming a teacher.\" Isabelle Gulliver, University of Buckingham  

Some institutions of higher education in Kenya have adopted e‑Learning with the aim of coping with the increased demand for university education and to widen access to university training and education. Though there are advantages that accrue from adopting e‑Learning; its implementation and provision has not been smooth sailing. It has had to contend with certain national, organisational, technical and social challenges that undermine its successful implementation. This paper therefore aims to present a literature review of the challenges faced in the implementation and provision of e‑Learning in universities in Kenya. The scoping review method was used to identify and analyze the literature of the e‑Learning challenges. Some of the challenges revealed include: lack of adequate e‑Learning policies, inadequate Information and Communication Technology (ICT) infrastructure, the ever evolving technologies, lack of technical and pedagogical competencies and training for e‑tutors and e‑learners, lack of an e‑Learning theory to underpin the e‑Learning practice, budgetary constraints and sustainability issues, negative perceptions towards e‑Learning, quality issues, domination of e‑Learning aims by technology and market forces and lack of collaboration among the e‑Learning participants. These challenges need to be addressed to minimise their impact on implementation and delivery of e‑Learning initiatives in institutions of higher education in Kenya. This analysis of the e‑Learning challenges forms the basis for the ongoing research that seeks to explore and establish possible strategies to address some of these challenges.

This study aims to examine the contribution of challenge factors to the perspective of distance mathematics learning and the level of challenges faced by students within public higher education institutions in Malaysia. A quantitative approach was employed, involving 51 mathematics students selected through purposive sampling. Principal component factor analysis revealed six key factors: students’ perspective, social issues, lecturer issues, accessibility, academic issues, and generic skills. The findings indicated that lecturer-related issues emerged as the primary challenge in distance mathematics learning. Multiple regression analysis showed that social issues were significant positive predictors of students’ perspectives. Students strongly favored semester postponement, reflecting concerns about the effectiveness of distance mathematics learning. The study recommends strategies to improve social presence such as encouraging peer collaboration, enhancing instructor interaction and creating structured opportunities for social interaction. The findings also emphasize the need for improved lecturer competencies in remote teaching and higher quality digital mathematics teaching materials. These findings provide valuable insights for developing more effective distance learning approaches in mathematics education at the tertiary level.

Hybrid teaching, which integrates traditional in-person learning based on students’ perspectives where online learning offers a flexible approach to education, combines the benefits of technology with face-to-face interactions. Moreover, teaching and learning in a hybrid way met several challenges for both teachers and learners, including technological problems, time management, communication difficulties, and assessment complexities. This systematic review investigates six main research questions: (1) What pedagogical frameworks are used in hybrid teaching and learning? (2) How can we enhance students’ engagement in hybrid teaching and learning? (3) What is the impact of technological integration on hybrid learning scenarios, both for students and teachers? (4) How do training and support measures influence the willingness and ability of university teachers to implement hybrid teaching formats? (5) How do formative assessment and feedback methods in hybrid learning environments enable teachers to effectively monitor student progress and provide tailored support? (6) How does the implementation of hybrid learning affect student learning outcomes? This study identifies the following key themes: technological integration, pedagogical innovation, faculty support, student engagement, assessment practices, and learning outcomes. Our contribution of this literature review is related to teaching and learning by showing teachers the most appropriate way to avoid the challenges encountered when teaching in a hybrid way. These include strong technology integration, innovative pedagogical strategies, strong academic development and support, active student engagement, effective assessment practices, and positive learning outcomes.

Despite the growing attention towards gamification in learning context, challenge-based gamification application has rarely been subjected to testing in education. In recognition of this void, and grounded on gamification principles, we developed Educhall web-based program. Drawing on self-determination theory, and flow theory the present study aims to explore how the application of this challenge-based gamified program in to learning process of students can increase students’ motivation, flow, and academic success through the generated competition and challenge. The study applied a random experimental research design within distance learning context with 30 university students of control group and 30 students of experimental group who used the Educhall application for one academic semester. In line with self-determination theory, it was statistically evidenced that application of challenge-based gamified learning method increased level of academic performance and overall motivation. Of the motivational sub factors, experimental group reported significantly higher confidence level and satisfaction towards the course. Furthermore, grounded on flow theory, the study showed that challenge-based gamified learning increased flow level of learners but not significantly which warrants further data collection and experimental research in future studies. Implications for research and practice are discussed.

Learning challenges are common in school-aged children, with 5% to 10% meeting the criteria for a specific learning disorder (SLD, previously termed a ‘learning disability’). Learning disorders can present in community practice settings as behaviour challenges, school avoidance, or as symptoms of a mental health problem. Concomitant issues may include a mental health disorder, a genetic, metabolic, or neurological condition, or developmental delay. This practice point offers guidance to paediatric health care professionals regarding the presentation and diagnosis of an SLD, including information on psychoeducational assessments, a medical workup for children with learning challenges, possible comorbid health issues, and points for improvement and advocacy in support of families and children with a range of learning issues.

Background E-learning is becoming an important approach to teaching and learning in higher education institutions, including nursing training. Despite that, there are students who were never introduced to e-learning prior to the coronavirus disease 2019 (COVID-19) pandemic. Their challenges in relation to e-learning could differ from those of other students who had experienced the platform before, especially against the backdrop of the COVID-19 pandemic that brought an abrupt change in the approach to teaching, learning and assessment. Objectives This study explored and described university nursing students’ challenges in relation to e-learning during the early stages of the COVID-19 pandemic in a resource-constrained setting. Method Qualitative exploratory and contextual design was used. The sample consisted of 17 participants who were conveniently selected, and data were collected by means of two focus groups and five individual interviews. Data analysis followed a qualitative content analysis process. Results The five categories emanated from analysis are e-learning mode not suitable for practical components, challenges related to assessment of learning, connectivity issues, e-learning is a lonely journey and computer illiteracy and limited skills for the use of e-learning. Conclusion Nursing students’ challenges regarding e-learning during the early stages of the COVID-19 pandemic related to the learning of practical components, assessment, connectivity, a lack of interaction with peers and a lack of the skills required to operate e-learning tools. Contribution The findings have implications for international, regional and local contexts in helping to develop support systems and preparing students to use e-learning when it is introduced abruptly.

PurposeThis study identified salient challenges related to future preference for e-learning of undergraduates during closure of institutions of higher learning due to the Coronavirus disease 2019 (COVID-19) and put forth suggestions to overcome challenges of e-learning for present and future crises.Design/methodology/approachUndergraduates were drawn from two universities in Malaysia who normally attend conventional classroom learning. Underpinned by the literature, the challenges and future preference for e-learning were operationalised into statements. Data were collected via a self-administered questionnaire hosted on Google Forms and were analysed with Statistical Package for the Social Sciences and STATA statistical software.FindingsThe hierarchical multiple linear regression results showed that the salient challenges related to undergraduates' future preference for e-learning, in descending order, were learning outcomes, followed by disadvantages (negatively) and discipline. Moreover, there were nuanced gender differences on the relative importance of salient challenges related to future preference for e-learning.Research limitations/implicationsBecause the literature on e-learning during the closure of institutions of learning due to the COVID-19 pandemic is evolving, some salient challenges may not be captured in this study. Next, this survey was carried out in July 2020 when all courses were conducted using one hundred per cent e-learning for the first time. Hence, future replication studies may produce different results. Lastly, findings are not generalisable to other contexts as the salient challenges may be unique to the Malaysian context.Practical implicationsConcerted efforts by all stakeholders to address these salient challenges will shift e-learning in higher education closer to a panacea during present and future crises.Originality/valueThe sudden and involuntary switch from face-to-face learning to e-learning during the closure of institutions of higher learning due to the COVID-19 pandemic provided opportunity to research the salient challenges encountered by undergraduates and to overcome these salient challenges.

This study investigated the impact of the e-learning system on engineering education in Jordan. It employs a multifaceted approach utilizing a structured survey to collect engineering students' and academics' experiences and viewpoints. The primary focus is to analyze the difficulties and consequences of shifting to e-learning learning, understand their impact from both academic and practical standpoints, and formulate measures to improve the education system. The analysis included demographics, challenge identification, interrelationship examination, and strategic initiative development, with the data analyzed using a quantitative method of Partial Least Squares- Structural Equation Modelling (PLS-SEM). The findings indicate varied effects of e-learning across demographics and underscore that the most impactful challenges of e-learning in engineering education across various demographics are identified as a deficiency in productivity, inadequate online teaching tools, lack of in-person interaction, health concerns due to screen exposure, and deficiency in motivation. Conversely, the least impactful challenges are limited internet connectivity, outdated curriculum structures, financial barriers, a shortage of technological facilities, and ignorance of students ' diverse levels and abilities. Finally, this study highlights the interconnected nature of these challenges and the necessity of holistic solutions by developing a powerful strategy to achieve a sustainable environment for the e-learning system at educational institutions in Jordan. The research examines the influence of e-learning on engineering education in Jordan, using a systematic survey to collect insights and perspectives from students and faculty. The research seeks to examine the problems and ramifications of e-learning, assess their effects from both academic and practical viewpoints, and formulate strategies to enhance the education system. The data were analysed via Partial Least Squares-Structural Equation Modelling (PLS-SEM). The results indicate that the primary challenges include productivity deficits, insufficient online instructional resources, absence of face-to-face engagement, health risks associated with screen exposure, and motivational difficulties. The challenges with the least influence include inadequate internet access, obsolete curricular frameworks, budgetary constraints, a deficiency in technology resources, and a lack of awareness about pupils' varied capabilities. The research underscores the need for comprehensive solutions and a sustainable e-learning framework within Jordan's educational establishments