The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Issue
Volume 16 Issue 1 / Feb 2018  pp1‑79

Editor: Rikke Ørngreen, Karin Levinsen

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Students’ and Instructor’s Perspective on the use of Blackboard Platform for Delivering an Engineering Course  pp1‑15

Jacek Uziak, M. Tunde Oladiran, Edmund Lorencowicz, Kurt Becker

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Going on Safari: The Design and Development of an Early Years Literacy iPad Application to Support Letter‑Sound Learning  pp16‑29

Sophie McKenzie, Aaron Spence, Maria Nicholas

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Familiarity with Technology among First‑Year Students in Rwandan Tertiary Education  pp30‑45

Jean Claude Byungura, Henrik Hansson, Mugabe Muparasi, Ben Ruhinda

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The more the students get experienced with technologies, the more the need for tertiary education systems to adopt innovative pedagogical strategies for accommodating different learning needs. Depending on students’ prior experience with computer‑based tools, they may have different degrees of familiarity with new technologies. At University of Rwanda (UR), for example, the familiarity and experience with technology for incoming students is not clearly known. Universities need to understand this phenomenon for efficient education planning and management. Therefore, this study aims to understand the degree of familiarity with technology for first‑year students at the University of Rwanda. Accessibility, ownership, usage and previous computer‑based training are used in this study’ conceptual framework as factors that determine the degree of familiarity with technology. Firstly, results indicate that the majority of participants are not familiar with technology and never had any previous exposure to eLearning systems. Secondly, regarding the digital tools, while smartphones are the most accessed, owned and used tools by respondents, they rarely or never used them for learning activities. Thirdly, findings portrayed a heterogeneous technology experience with a substantial variation of access, use, ownership and previous training on new technologies among the sample. Strategies for improving experience and confidence with technology, for first‑year students, are recommended for this institution. This will prepare new students for early technology uptake and readiness while empowering them to develop appropriate competencies and skills for the digital age. Further studies in the area of experience with technology are also proposed. 


Keywords: familiarity with technology, net generation, tertiary education, digital tools, digital skills, first-year students


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A Literature Review of the Factors Influencing E‑Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement  pp46‑55

Anne-Mette Nortvig, Anne Kristine Petersen, Søren Hattesen Balle

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Beyond Stalemate: Seeking Solutions to Challenges in Online and Blended Learning Programs  pp56‑66

Paula Charbonneau-Gowdy

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Navigational Acts and Discourse: Fostering Learner Agency in Computer‑Assisted Language Learning  pp67‑76

Janine Knight, Elena Barbera

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Editorial for EJEL Volume 16 Issue 1  pp77‑78

Karin Levinsen, Rikke Ørngreen

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