Page 270 - International Perspectives on Effective Teaching and Learning in Digital Education

Mirko Prosen and Sabina Ličen

ing engagement and ensuring the quality of interaction in a virtual learning
environment (Sayaf, 3).
In addition to providing a flexible approach to learning, e-learning fosters
a learner-centred environment where students control the pace and direc-
tion of their study, making it particularly beneficial in diverse fields such as
healthcare, where students can often customise their learning path to match
their specific needs and competencies (Ličen et al., , 3). Recent stud-
ies indicate that students’ engagement and academic performance improve
through personalized adaptive learning approaches (du Plooy et al., 4).
These systems adapt content to meet individual learners’ needs, using indi-
cators such as pre-knowledge assessments and confidence levels to tailor
learning experiences. Adaptive platforms, like Moodle for example, play a
significant role in enabling these personalized pathways, which have shown
promise in increasing both engagement and academic success (du Plooy et
al., 4; Ullah et al., 3).
Moreover, the COVID-19 pandemic1 initiated the adoption of e-learning
globally, creating an urgency for educational institutions to adapt. In re-
sponse, higher education institutions have moved from cautious integration
of e-learning to a more widespread adoption, which has, in turn, highlighted
the need for a robust, supportive infrastructure to ensure smooth delivery
and engagement (Chow & Croxton, 17). This systemic change has led to
increased interest in sustainable e-learning models that are resilient to future
disruptions (Mashroofa et al., 3).
However, the expansion of e-learning is not without socio-cultural chal-
lenges, especially in culturally diverse regions like Africa (Njenga, 18),
where local culture and technological readiness play crucial roles in technol-
ogy acceptance. In some settings, deeply-rooted traditions and values can
sometimes conflict with the rapid advancement of digital learning, creating
resistance among certain student populations (Luppicini & Walabe, 1).
For instance, high-power distance cultures2 may favour more instructor-led,
structured learning, which can sometimes clash with the autonomous nature
of e-learning, requiring careful integration of cultural sensitivity into instruc-
tional design. These barriers underline the need for contextually adaptive
solutions that consider the socio-cultural contexts of the user population

1 Coronavirus disease (COVID-19) is an infectious disease caused by the SARS-CoV- virus
(World Health Organization, 4).
2 Power distance refers to the degree to which people in a society accept inequities in power
distribution. In high power distance cultures, individuals often show respect for authority,
which may affect their decision-making (Hofstede, 11).

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