Special Issue "Present and Future of E-Learning Technologies"

A special issue of Computers (ISSN 2073-431X).

Deadline for manuscript submissions: 20 May 2021.

Special Issue Editors

Prof. Dr. Antonio Sarasa Cabezuelo
E-Mail Website
Guest Editor
Complutense University of Madrid, 28040 Madrid, Spain
Interests: e-learning; digital humanities; data science; big data; language processing tools
Special Issues and Collections in MDPI journals
Dr. Covadonga Rodrigo San Juan
E-Mail Website
Guest Editor
National Distance Education University (UNED), 28040 Madrid, Spain
Interests: accessibility; b-learning; OER repositories and metadata; MOOCs; digital humanities; quality in e-learning
Prof. Dr. Santi Caballé
E-Mail Website
Guest Editor
Universitat Oberta de Catalunya, 08035 Barcelona, Spain
Interests: learning engineering; e-learning; collaborative learning; artificial intelligence; distributed computing; software engineering
Special Issues and Collections in MDPI journals

Special Issue Information

Dear Colleagues,

In recent decades, e-learning has spread in the field of education and training, becoming more open, easy to achieve and more ubiquitous. It has been necessary to develop a huge amount of innovative technologies such as learning management systems, specifications for standardization, educational content generation tools or sophisticated digital repositories with recommended systems. New technologies are invading the landscape now, mainly based on artificial intelligence techniques—data analysis, big data, cloud computing or internet of things—which will enrich and personalize the e-learning environments of the future.

With all of the above, new lines of work have emerged in the field: learning analytics, gamification, virtual assistants, the use of sensors to assess learning processes, etc. Now, the question arises of how e-learning will evolve due to the influence and the natural integration of these new technologies with the existing software architectures and pedagogical methodologies.

In this Special Issue, we are interested in receiving contributions that will show the integration of learning design and the introduction of innovative technologies to achieve the best, most inclusive and most personalized learning environments.

Dr. Antonio Sarasa Cabezuelo
Dr. Covadonga Rodrigo San Juan
Dr. Santi Caballé Llobet
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Computers is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • e-learning standards and specifications
  • quality in e-learning
  • instructional design, educational resources repositories
  • artificial intelligence applied to e-learning
  • creation of digital educational content
  • data science for e-learning
  • experiences in e-learning

Published Papers (1 paper)

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Open AccessArticle
Development of Life Skills Program for Primary School Students: Focus on Entry Programming
Computers 2021, 10(5), 56; https://0-doi-org.brum.beds.ac.uk/10.3390/computers10050056 - 23 Apr 2021
Viewed by 297
There are areas where the competencies obtained through computer coding activities substantially overlap with life skills components. Studies of these common competencies have suggested the possibility of including these contents in a life skills program. Therefore, the purpose of this study was to [...] Read more.
There are areas where the competencies obtained through computer coding activities substantially overlap with life skills components. Studies of these common competencies have suggested the possibility of including these contents in a life skills program. Therefore, the purpose of this study was to develop a program through the Entry program that elementary school students could use online to improve their life skills, given the need to increase contactless online classes due to COVID-19. Eight elementary school teachers with 20 years of experience and two curriculum experts participated in the program’s development. For data collection, 360 data points were collected from eight elementary schools located in each Korean province, including urban and rural areas. SPSS 21.0 was used to analyze the data. Upon completing the 8-week program, the difference in life skills between groups was confirmed using variance analysis based on the number of implementation times, and post-hoc testing was conducted. The study’s results confirmed the difference between the groups conducted for two weeks (M = 3.22), four weeks (M = 3.25), and six weeks (M = 3.67), and the group conducted for eight weeks (M = 3.83). In other words, as the number of weeks of participation in the life skills program increased, there was a difference between groups. These findings suggest a life skills program could be included as part of Entry based computer coding activities for elementary school students through a backward curriculum. In conclusion, this study showed the possibility of using contactless online classes with free Entry-based websites to improve the life skills of elementary school students struggling at home due to COVID-19. It also showed that each elementary school teacher could operate the life skills programs as a contactless learning method using a free coding platform and manual. Full article
(This article belongs to the Special Issue Present and Future of E-Learning Technologies)
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