Evaluation of information and communicative technologies impact: "internet technologies in economics" teaching case

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EVALUATION OF INFORMATION AND COMMUNICATIVE TECHNOLOGIES IMPACT: “INTERNET TECHNOLOGIES IN ECONOMICS” TEACHING CASE

Kornuta Olena Volodymyrivna

Candidate of Technical Sciences, Associate Professor of the Ivano-Frankivsk National Technical University of Oil and Gas

Tetyana Oleksiivna Pryhorovska,

candidate of technical sciences, assistant of the Ivano-Frankivsk National Technical University of Oil and Gas

Abstract

This article discusses the problem of Information and communication technologies (ICT) and E-learning means evaluation and their influence on students' achievements. For that purpose, the actions of 98 students, who learned the discipline “Internet Technologies in Economics” were documented in log files and analyzed. The research questions were follows: (a) Is there any statistically significant relation between students' achievements (academic score) and types of ICT and/or E-learning means they used? (b) Is there any relation between total time spend on subject preparation and students' achievements (academic score)? (c) What type of activity (if any) is crucial for their achievement level? (d) Is the most preferable activity crucial for students' achievement level? Results show differences in students' behavior with respect to activities they preferred. All students completed all the activities, but they used each activity irregular: the students used mostly tutorials in their preparation contrary to “videos and video-conferences” was their most preferable activity. Social nets and blogging activity is still perceived by respondents as entertainments, but not as the serious means in their preparation. The only exception was the A-scored students, who selected “tutorial reading” as the most preferable and the most used activity. We conclude that best achievements results are obtained for cases of the most preferable and the most used activity coincidence. Way of information obtaining was not a crucial factor in educational process. However, this statement relates only “computer” subjects and for computer literal students.

Keywords: Economics Education, Log-files, Active-learning, Information and communication technologies, tutorials reading, video, blogging.

Анотація

electronic learning computer informative

Оцінка впливу інформаційно-комунікаційних технологій на прикладі дисципліни «інтернет- технології в економіці». Корнута Олена Володимирівна кандидат технічних наук, доцент Івано-Франківського національного технічного університету нафти і газу. Пригоровська Тетяна Олексіївна кандидат технічних наук, асистент Івано-Франківського національного технічного університету нафти і газу

У цій статті розглядається проблема оцінки інформаційно- комунікаційних технологій (ІКТ) та засобів електронного навчання та їх вплив на досягнення учнів. Для цього було задокументовано та проаналізовано дії 98 студентів, які вивчали дисципліну «Інтернет-технології в економіці». Питання дослідження були такими: (a) Чи існує статистично значущий зв'язок між досягненнями студентів (академічним балом) та типами ІКТ та/або засобів електронного навчання, які вони використовували? (б) Чи існує зв'язок між загальним часом, витраченим на підготовку предмета, та досягненнями учнів (академічний бал)? (в) Який вид діяльності (якщо є) є вирішальним для рівня їх досягнення? (г) Чи є найбільш бажаний вид діяльності вирішальним для рівня досягнень учнів? Результати показують відмінності в поведінці студентів щодо видів діяльності, яким вони віддають перевагу. Зауважено, що студенти використовували у своїй підготовці в основному навчальні посібники, але «відео та відеоконференції» для них були видами діяльності, яким вони надавали перевагу. Соцмережі та блогерська діяльність все ще сприймаються респондентами як розвага, але не як серйозний засіб у підготовці до занять. Єдиним винятком були студенти з рейтингом «А», які вибрали «підручник» як вид діяльності, якому надавалася перевага. Спосіб отримання інформації не був вирішальним фактором у навчальному процесі. Однак це твердження стосується лише предметів, пов'язаних з використанням інформаційних технологій при виконанні завдань за допомогою комп'ютерної техніки.

Ключові слова: економічна освіта, лог-файли, активне навчання, інформаційно-комунікаційні технології, читання навчальних посібників, відео, блог.

Formulation of the problem

By 2030, at least 80% of all adults should have basic digital skills, and there should be 20 million employed ICT specialists in the EU - while more women should take up such jobs [1]. So national educational strategy of Ukraine aims to reach international standards in university education within a context of rapid technological change. It means contemporary methods and tool usage, like E-learning tools, multimedia, web communication means, online testing, team works, controlling; teacher control by the learner; fix bugs and review of the teacher; flexibility and functionality of the used ICT (platforms, software); part of the teacher; organization of work of trainees in the classroom and skills.

Despite Leakey J. at [7] aimed to develop the most effective and complete method of computer technologies impact evaluation, he claimed the fundamental impossibility of creating an ideal method because these researches are based on enormous number of variables”.

This way, the literature on this topic is still, mainly, descriptive; scientists depict only the general tendencies; besides, there were no found available empirical data on E-learning and Internet means impact on students' achievement. Absence of relevant means to evaluate impact of e-learning tools efficiency is still an actual problem.

Scientists describe general peculiarities and qualitative adjectives of ICT implementation into education. ICT impact on education is manifested in enhancing teaching and learning process, the quality and accessibility of education, learning Environment, learning motivation and scholastic performance [8].

E-learning students possess stronger intrinsic motivation than “face-to-face” students [9]. Besides, M. Samir Abou El-Seoud, Mahmoud El-Khouly, Islam A.T.F. Taj-Eddin (2015) at [10] concluded more outcomes of E-learning for group works, contrary to isolated students work.

Role of a teacher changes: ICT and E-learning instructors play a crucial role in maintaining and sustaining students' motivational level by planning structures and facilitating interpersonal events.

On the authors' view the general features and problems of ICT impact in education are [11]: ICT are so widely spread in all the sides of life that it is impossibly to dissociate ITC impact and computer literacy of a student; the impact of ICT on education is obvious, but no clear evaluation methods are proposed, its use on learning outcomes is unclear, and open to much debate; no indicators and relevant experimental data to evaluate ICT impact makes impossible to develop not - descriptive recommendations on their usage.

E-learning and ICT means increase students' motivation, teacher-student interaction, engagement, but the positive impact of ICT use in education has not been proven [12] mainly because of lack of relevant evaluation methods and experimental data. This makes impossible quantitative evaluation of their influence on students' achievement. Besides, ICT are so widely spread in all sides of life that it is impossibly to dissociate ITC impact and general erudition of a student. Study, provided by [11] showed differ approaches for advanced and developing countries. They proposed only descriptive indicators of ITC impact like national and international assessments, customized program-or project-specific assessments, student's quotations.

Education Data Mining (EDM) as a method of students' activity analyzing derived from commercial field. Galit Ben-Zadok, Moshe Leiba, Rafi Nachmias at [13] and Romero and Ventura, 2007 [14] proposed log-file analyze to fix student activity and evaluate programs, sites, etc. the student explored. This makes possible to estimate students' achievement according time percentage he/she spend for certain activity: used social nets, test programs, tutorials, sites, etc. The log file analysis can reveal this valuable information to the educators and researchers. Based on the variables that were defined, results indicate some differences in the students' behaviors and consequently their motivation.

The purpose of the article

The purpose of this work is to compare students' achievement depend on ICT activity they used for subject preparing. In the frame of this work, the authors aimed: to explore time students spend for certain activity: used social nets, video and video-conferences, tutorials reading, sites exploring, etc; to relate students' achievement and total time and percentage on each activity; to evaluate ICT means influence on students' achievement; to develop recommendations ICT and E-learning means usage efficiency.

Presenting main material

As it was mentioned above, the course “Internet Technologies in Economics”, developed at the Ivano-Frankivsk National Technical University of Oil and Gas (Ukraine), aims to equip students with the essential skills and knowledge to effectively use Information and Communications Technology in their own professional activity contexts. The overall credit hours are 180 (6 credits) taught in two terms. Lectures (18h) and practices (at least 54h in class+108h after class) are included in. It covers the follow topics: Means of Online Communication (including advertising in social media, blogging, etc.); cloud technology and teamwork on shared documents; Internet advertising efficiency and web-site content analyze; Internet Shopping; e-commerce classes: B2B, B2C, C2C; online payment systems and systems of Internet-trading, etc. Due to this discipline content and specifics, it needs advanced methods in its teaching.

In this session we review the current practice in our classrooms. First of all, the teachers widely used interactive lectures and case studies. We widely used “teacherstudent” web communication by Facebook page, e-mail, cloud technologies, etc. These means in education allow instructors to respond to students more quickly due to mobile notifications and mention alerts. All books, tutorials, lectures, videos of labs performing are free for students to download from the course Facebook page. We tried to enroll students in the classes by proposing learning situations that promote both integrative and deep learning. We divided students into some groups to simulate teamwork on general projects. Students were proposed to develop an Internet-shop development requirements documents. They used Google Docs, Google Presentation and Google Drawing for collaboration, Google Calendar for dead line scheduling. This complex teamwork covers topics on requirements on a site proposal, basic information on SEO-optimization, information storage and retrieval.

We provided students the B2B, B2C, C2C e-commerce classes to get them knowledge on state statistical and finance information. As far as the problem of state finance transparency is very important for Ukraine as a state to fight against corruption, we developed a lab to use the “ProZorro” online pilot project of electronic public procurement platform that allows state procurement online. Students had to get information on state procurement and to present it on their blogs. Blogging activities can enhance students' knowledge on setting up an account, tweeting, following, searching, using hashtags, creating a class list, filtering for interests, refining searches, and translating posts into English.

Classes on online payment systems and systems of Internet-trading looks like are seminars to make presentations and to discuss on every system, its advantages and disadvantages, etc. These presentations are structured to integrate - indeed to encourage - questions, discussion, and sharing ideas throughout the session.

Every lab is finished by a test. The problem of personal student's knowledge evaluation is solved by online testing usage. Testing system was developed on the Moodle software; which includes a Quiz module. Password policy means that every student gets his/her login/password to start online examination. The quiz is formed automatically and individually for every student by random selection from the base, which includes 200 problems. Every student gets his/her set of 10 problems to solve for 10 minutes. Online examination system administrates exam grading process, total statistical data formatting, etc. It enables administration of online examinations within the online classrooms.

All scores on tests (including final test) and labs performance are based on 100 points. Students are expected to attend lectures and workshops, participate in classes, complete memorandum reports on time, and take the tests. The course is completed by one final test.

The final grade is determined by a formula chosen by each student subject to the following constraints: Memorandum Reports and Problem Sets 15% - 30%, midterm tests 30% - 50%, Final test 15% - 30%. Total Percentage Must Be 100%. Lowest passing score is 60.

This study investigated the correlation between students' achievements and types of ICT and E-learning means they used. The research design was a cross sectional, involving the collection of data from the sample group on a single occasion. It will allow us to delve into the phenomena of students' perception of E -learning and ICT means and their influence on their achievements. But this approach has the disadvantages: academic score doesn't always depict students' knowledge; ndividu al perception and preference of a student can misrepresent the study results.

Due to the mentioned above, the following research questions were tested:

1. Is there any statistically significant relation between students' achievements (academic score) and types of ICT and/or E-learning means they used?

Hypothesis 1: There is a statistically significant relation between students' achievements (academic score) and types of ICT and/or E -learning means they used.

2. Is there any relation between total time spend on subject preparation and students' achievements (academic score)?

Hypothesis 2: There is a statistically significant relation between time spend on subject preparation and students' achievements (academic score): increasing of time spend on subject preparation causes students' achievements (academic score).

3. What type of activity (if any) is crucial for achievement level?

4. Is the most preferable activity crucial for achievement level?

Proposed herein study is based on the statistical data of students' activity, obtained from the log-files. Data was collected over a period of a university semester (September 2020 - December 2020) and documented in the log files.

A log-file contains information on the user (user ID), timestamp, the event status, additional attributes of the action (difficulty, duration, priority, the object of proceeding, etc.). This way obtained data are 3-5% deviated from the real ones because of technical reasons.

Log files information was converted to the structured files by parser programs (Analog, Webalizer, Webtrends, NetPromoter, WebAnalizer, etc.). The parser program performed syntactic analysis of the structured text by follow parameters: ID of a student, total duration of activity (social nets and blogging, tutorials, video and video-conference, report preparing, etc.).

There are several assumptions regarding this study: the questionnaires were completed with accuracy and sincerity, data provided in log-files were accurate and reliable; therefore, provided accurate and reliable initial data; everyone has own perception of ICT and/or E-learning means, recognizing this should trigger more emphasis and this way influence on its usage in preparing to tests or report completing.

The population for the research was the 98 students of the Economic Department of the Ivano-Frankivsk National Technical University of Oil and Gas (Ukraine). Respondents sample demographics were as follows: total population of students -98, 48 (48.97%) females and 50males (51.02%) (2020-2021).

First, statistical analysis was conducted on all the sample data: descriptive statistics included minimal, maximal, average/ standard deviations (table 1). Second, data were divided into intervals, according to ECTS grade. For continuous (interval/ratio) data we calculated percentage, minimal, maximal and mean/standard deviations (table 2).

Table 1 - Sample data characteristics

Table 2 - Continuous (interval/ratio) data characteristics

To examine the Hypothesis 1, that there is any statistically significant relation between students' achievements (academic score) and types of ICT and/or E-learning means they used, a statistical relation between students' achievements (academic score) and types of ICT and/or E-learning means was developed, and a Pearson r correlation coefficient was conducted on the variables measuring ICT and/or E-learning means and academic score.

Developed model is follow:

GPA = 73.79 + 19.76X₁-23.17X₂-23.25X₃, where ^- percentage of tutorials reading, x₂ - percentage of video and video-conference activity, x₃ - percentage of social nets and blogging time. Coefficient of correlation of developed model: R²=0,025. It means that relation between analyzed factors is low, and factors influences are not significant.

Matrix of pairwise coefficients of correlation is presented in the table 3. 

Table 3 - Matrix of pair coefficients of correlation

The results indicate that the Hypothesis 1 is not supported, and types of ICT and/or E-learning means students used is not significant.

To examine the Hypothesis 2, that there is there any relation between total time spend on subject preparation and between students' achievements (academic score), a statistical relation between students' achievements (academic score) and between total time spend on subject preparation was developed. It showed no relation between these factors. Preparation time increasing did not cause academic score increasing. Values of preparation times were not essentially differ for all students.

To study the questions 3 and 4, that type of activity (if any) is crucial for the achievement level and is the most preferable activity crucial for achievement level, we compared the number of students in categories “most prevailing activity” and “most preferred activity”. Results show that all the students complete all the activities, but they used each activity irregular: the students used mostly tutorials in their preparation contrary to “videos and video-conferences” was their most preferable activity. Figure 1 depicts the number of students in each activity comparing with the activity they preferred. Social net and blogging activity is still perceived by respondents as an entertainment, but not as a serious mean in preparation.

Fig.1. The number of students in each activity comparing with the activity they preferred

This distribution is irregular for different ECTS-interval grades (figure 2). So, the biggest ratio of “tutorial reading activity” as the most preferable was observed for A-scored students. Video (including video-conference) and social nets/blogging activities together are the lion's share activity for E-B-scored students. For all ECTS- intervals no clear tendencies in students' perceptions distribution was observed.

Fg.2 Actual activity distribution for A-E scored students

Fig. 3. Preferred activity distribution for A-E scored students

Conclusions

Advances in technology have produced numerous alternatives to the traditional brick and mortar institutions. Mentioned above course teaching is impossible without ITC and E-learning tools. This active-learning strategy proposed developing learning situations that promote both integrative and deep learning. Our use of mentioned above approach emphasizes intrinsic motivation, increased engagement with learning outcomes. Collaborative aspects of classes are also emphasized, beyond the typical view of them as competition. These approaches provides the technology, tools and professional development that makes it easy to create a connected, personalized learning environment that challenges students to practice problem-solving, to work together and to use creativity to construct, share, and present their ideas, thinking and learning. E-learning tools usage allows include all students into active learning process and increase their motivation. Projects, discussions and various other formats support peer assessment, and students are encouraged to reflect on their progress against their own goals in their personal study. Implementing active learning, E-learning, case studying approaches in a substantive way becomes increasingly challenging as class size increases.

This article discusses the problem of Information and communication technologies and E-learning means evaluation and its influence on students' achievements. Besides it presents a comparison of students' perception and usage of different learning activity types (tutorials, social nets/blogging and video) and its influence on students' achievement (academic score).

For that purpose, the actions of 98 students, who learned the discipline on “Internet Technology in Economics” were documented in log files and analyzed. The research questions were follows: (a) Is there any statistically significant relation between students' achievements (academic score) and types of ICT and/or E -learning means they used? (b) Is there any relation between total time spend on subject preparation and students' achievements (academic score)? (c) What type of activity (if any) is crucial for achievement level? (d) Is the most preferable activity crucial for achievement level?. Results show significant differences in students' behavior with respect to activities they preferred and most widely used to complete labs and tests.

Log files information was converted to structured files by parser programs (Analog, Webalizer, Webtrends, NetPromoter, WebAnalizer, etc.). The parser program performed syntactic analysis of the structured text by follow parameters: ID of a student, total duration of activity (social nets and blogging, tutorials, video and video-conference, report preparing, etc.).

Conducted study showed low relation between analyzed factors and students achievements, and factors influences were not significant. Besides, preparation time increasing did not cause academic score increasing. Values of preparation times were not essentially differ for all students.

As far as, no clear relation between students achievement and means they used was defined, we can conclude, that way of information transferring is not crucial factor in educational process. However, this statement relates only “computer” subjects and for computer literal students.

Results show that all the students complete all the activities, but they used each activity irregular: the students used mostly tutorials in their preparation contrary to “videos and video-conferences” was their most preferable activity. Social net and blogging activity is still perceived by respondents as entertainments, but not as a serious mean in preparation.

We conclude that best achievements results are obtained for cases of the most preferable and the most used activity coincidence. The way of information obtaining is not a crucial factor in educational process. However, this statement relates only “computer” subjects and for computer literal students.

The evaluation of students' achievement depend on different activities that relies solely on data stored in log files has many advantages, such as being a non -intrusive and an objective method of research in a large population of students, but it also has its limitations.

First, the lack of interaction with the students does not facilitate obtaining more in-depth information, such as personal characteristics and attitudes.

Second, our evaluation relied only on variables that relate to the extent of content consumed, the effort to complete the activity, and the response time required to prepare on testing, labs performing, reports completing, etc. We limited analyzed activities only by tutorial real reading, video and blogging. However, we are aware that many factors may influence the students' achievements like the behavioral aspects, such as prior knowledge, existing skills, and online learning experience. Therefore these issues still require further investigation that examines how ways of information obtaining are realized while learning through different ITC and Elearning means.

Besides, ICT are so widely spread in all the sides of life that it is impossibly to dissociate ITC impact and computer literacy of a student. It means that in the frame of Public Access to Information and Communication Technologies, Computer literacy of a student neutralizes educational benefits of E-learning and Information and communication technologies means. Public Computer literacy causes unimportance of a way of learning information obtaining.

Referenses

1. Europe's Digital Decade: Commission sets the course towards a digitally empowered Europe by 2030. Retrieved from https://ec.europa.eu/commission/presscorner/detail/en/IP_21_983

2. Albert Sangra & Mercedes Gonzalez-Sanmamed. (2010). The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools. Research in Learning Technology Vol. 18. No. 3. 207-220.

3. T. Pryhorovska, O. Komuta.(2017). Online Training Tools Evaluation: “Internet Technologies in Economics” Teaching Case. Conference on Higher Education Pedagogy. The Inn at Virginia Tech, Blacksburg, Virginia, USA. Retrieved from http://elar.nung.edu.ua/handle/123456789/4028

4. Rajshree Agarwal & A. Edward Day. (1998). The Impact of the Internet on Economic Education The Journal of Economic Education. Vol. 29. No. 2. pp. 99-110.

5. John Quelch. Quantifying the Economic Impact of the Internet. Retrieved from http://hbswk.hbs.edu/item/quantifying-the-economic-impact-of-the-internet

6. Aleksander Aristovnik. (2012). The impact of ICT on educational performance and its efficiency in selected eu and oecd countries: a non-parametric analysis. The Turkish Online Journal of Educational Technology. Vol.11. Issue 3. PP.144-152.

7. Leakey J. Evaluating Computer-Assisted Language Learning. Peter Lang AG. Bern, 2011. P. 308.

8. Syed Noor-Ul-Amin. (2013). An Effective use of ICT for Education and Learning by Drawing on Worldwide Knowledge, Research, and Experience: ICT as a Change Agent for Education (A LITERATURE REVIEW) https://www.researchgate.net/publication/312197085_An_ effective_use_of_ICT_for_education_and_learning_by_drawing_on_worldwide_knowledge_researc h_and_experience_ICT_as_a_change_agent_for_education_A_Literature_review

9. Rovai, Alfred P, Ponton, Michael K, Wighting, Mervyn J, Baker, Jason D. A. (2007). Comparative Analysis of Student Motivation in Traditional Classroom and E-Learning Courses. International Journal on ELearning. 6(3). 413-432. http://www.anitacrawley.net/Resources/Articles/Rovai%20motiv%20online%20and%20onground.pdf

10. M. Samir Abou El-Seoud, Mahmoud El-Khouly, Islam A.T.F. Taj-Eddin. (2015). Strategies to Enhance Learner's Motivation in E-learning Environment. Proceedings of 2015 International Conference on Interactive Collaborative Learning(ICL) https://www.academia.edu/ 24368638/Strategies_to_Enhance_Learners_Motivation_in_E_learning_Environment

11. Wagner, Daniel A., Bob Day, Tina James, Robert B. Kozma, Jonathan Miller and Tim Unwin. (2005). Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries . Washington, DC: infoDev / World Bank. Retrieved from https://www.infodev.org/infodev-files/resource/InfodevDocuments_9.pdf

12. Trucano, Michael. (2005). Knowledge Maps: ICTs in Education. Washington. Retrieved from https://www.infodev.org/infodev-files/resource/InfodevDocuments_8.pdf

13. Galit Ben-Zadok, Moshe Leiba, Rafi Nachmias. (2011). Drills, Games or Tests? Evaluating Students' Motivation in Different Online Learning Activities, Using Log File Analysis. Interdisciplinary Journal of E-Learning and Learning Objects Volume 7. Retrieved from http://www.ijello.org/Volume7/IJELLOv7p235-248Zadok761.pdf

14. Romero, C. et al., Data mining in course management systems: Moodle case study and tutorial. (2007). Computers & Education https://doi.org/10.10167j.compedu.2007.05.016

Література

1. Europe's Digital Decade: Commission sets the course towards a digitally empowered Europe by 2030. Retrieved from https://ec.europa.eu/commission/presscorner/detail/en/IP_21_983

2. Albert Sangra & Mercedes Gonzalez-Sanmamed. (2010). The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools. Research in Learning Technology Vol. 18. No. 3. 207-220.

3. T. Pryhorovska, O. Kornuta.(2017). Online Training Tools Evaluation: “Internet Technologies in Economics” Teaching Case. Conference on Higher Education Pedagogy. The Inn at Virginia Tech, Blacksburg, Virginia, USA. Retrieved from http://elar.nung.edu.ua/handle/123456789/4028

4. Rajshree Agarwal & A. Edward Day. (1998). The Impact of the Internet on Economic Education The Journal of Economic Education. Vol. 29. No. 2. pp. 99-110.

5. John Quelch. Quantifying the Economic Impact of the Internet. Retrieved from http://hbswk.hbs.edu/item/quantifying-the-economic-impact-of-the-internet

6. Aleksander Aristovnik. (2012). The impact of ICT on educational performance and its efficiency in selected eu and oecd countries: a non-parametric analysis. The Turkish Online Journal of Educational Technology. Vol.11. Issue 3. PP.144-152.

7. Leakey J. Evaluating Computer-Assisted Language Learning. Peter Lang AG. Bern, 2011. P. 308.

8. Syed Noor-Ul-Amin. (2013). An Effective use of ICT for Education and Learning by Drawing on Worldwide Knowledge, Research, and Experience: ICT as a Change Agent for Education (A LITERATURE REVIEW) https://www.researchgate.net/publication/312197085_An_effective_use_ of_ICT_for_education_and_learning_by_drawing_on_worldwide_knowledge_research_and_experience_I CT_as_a_change_agent_for_education_A_Literature_review

9. Rovai, Alfred P, Ponton, Michael K, Wighting, Mervyn J, Baker, Jason D. A. (2007). Comparative Analysis of Student Motivation in Traditional Classroom and E-Learning Courses. International Journal on ELearning. 6(3). 413-432. http://www.anitacrawley.net/Resources/Articles/Rovai%20motiv%20online%20and%20onground.pdf

10. M. Samir Abou El-Seoud, Mahmoud El-Khouly, Islam A.T.F. Taj-Eddin. (2015). Strategies to Enhance Learner's Motivation in E-learning Environment. Proceedings of 2015 International Conference on Interactive Collaborative Learning(ICL) https://www.academia.edu/ 24368638/Strategies_to_Enhance_Learners_Motivation_in_E_learning_Environment

11. Wagner, Daniel A., Bob Day, Tina James, Robert B. Kozma, Jonathan Miller and Tim Unwin. (2005). Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries . Washington, DC: infoDev / World Bank. Retrieved from https://www.infodev.org/infodev-files/resource/InfodevDocuments_9.pdf

12. Trucano, Michael. (2005). Knowledge Maps: ICTs in Education. Washington. Retrieved from https://www.infodev.org/infodev-files/resource/InfodevDocuments_8.pdf

13. Galit Ben-Zadok, Moshe Leiba, Rafi Nachmias. (2011). Drills, Games or Tests? Evaluating Students' Motivation in Different Online Learning Activities, Using Log File Analysis. Interdisciplinary Journal of E-Learning and Learning Objects Volume 7. Retrieved from http://www.ijello.org/Volume7/IJELLOv7p235-248Zadok761.pdf

14. Romero, C. et al., Data mining in course management systems: Moodle case study and tutorial. (2007). Computers & Education https://doi.org/10.10167j.compedu.2007.05.016

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