Unveiling key e-learning ingredients for enhancing higher-order thinking skills
Abstract The existing e-learning models for higher-order thinking skills (HOTS) enhancement focus more on technology and e-learning methods, ignoring the important roles of human factors such as e-leadership, collaboration, and readiness. This exploratory sequential mixed-methods design study aimed...
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| Format: | Article |
| Language: | English |
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Springer
2025-06-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-025-00600-9 |
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| author | Chua Yan Piaw Loo Fung Ying Loo Fung Chiat |
| author_facet | Chua Yan Piaw Loo Fung Ying Loo Fung Chiat |
| author_sort | Chua Yan Piaw |
| collection | DOAJ |
| description | Abstract The existing e-learning models for higher-order thinking skills (HOTS) enhancement focus more on technology and e-learning methods, ignoring the important roles of human factors such as e-leadership, collaboration, and readiness. This exploratory sequential mixed-methods design study aimed to identify significant factors for e-learning practices that enhance HOTS. Semi-structured interviews were conducted with school administrators, teachers, students, parents, and school software experts, and the transcripts were analyzed using ATLAS.ti. Seven core factors emerged from the study: collaboration, readiness, e-leadership, personal factors, strategies, practices, and organizational factors. Their associations were verified through a quantitative survey involving 430 secondary school teachers. The quantitative data was analyzed using PLS-SEM and cIPMA in SMARTPLS 4, resulting in five sub-models defining a HOTS enhancement framework for schools e-learning. E-learning practices, strategies, collaboration, organizational factors, readiness, and e-leadership are six significant necessities for enhancing higher-order thinking skills (HOTS). Besides that, 41.302% of school leaders and teachers did not meet the minimum required level of e-leadership needed to achieve at least 80% HOTS enhancement in e-learning. This highlights the critical role of school leaders and teachers in leveraging e-leadership within e-learning platforms. This research provides a new model that educational leaders, policymakers, and educators can adopt to enhance HOTS in e-learning. |
| format | Article |
| id | doaj-art-a501326ebe2d41f0aba0d073560d7e1d |
| institution | Matheson Library |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-a501326ebe2d41f0aba0d073560d7e1d2025-06-29T11:15:36ZengSpringerDiscover Education2731-55252025-06-014111410.1007/s44217-025-00600-9Unveiling key e-learning ingredients for enhancing higher-order thinking skillsChua Yan Piaw0Loo Fung Ying1Loo Fung Chiat2Faculty of Social Sciences and Liberal Arts, UCSI UniversityFaculty of Creative Arts, Universiti MalayaFaculty of Human Ecology, Universiti Putra MalaysiaAbstract The existing e-learning models for higher-order thinking skills (HOTS) enhancement focus more on technology and e-learning methods, ignoring the important roles of human factors such as e-leadership, collaboration, and readiness. This exploratory sequential mixed-methods design study aimed to identify significant factors for e-learning practices that enhance HOTS. Semi-structured interviews were conducted with school administrators, teachers, students, parents, and school software experts, and the transcripts were analyzed using ATLAS.ti. Seven core factors emerged from the study: collaboration, readiness, e-leadership, personal factors, strategies, practices, and organizational factors. Their associations were verified through a quantitative survey involving 430 secondary school teachers. The quantitative data was analyzed using PLS-SEM and cIPMA in SMARTPLS 4, resulting in five sub-models defining a HOTS enhancement framework for schools e-learning. E-learning practices, strategies, collaboration, organizational factors, readiness, and e-leadership are six significant necessities for enhancing higher-order thinking skills (HOTS). Besides that, 41.302% of school leaders and teachers did not meet the minimum required level of e-leadership needed to achieve at least 80% HOTS enhancement in e-learning. This highlights the critical role of school leaders and teachers in leveraging e-leadership within e-learning platforms. This research provides a new model that educational leaders, policymakers, and educators can adopt to enhance HOTS in e-learning.https://doi.org/10.1007/s44217-025-00600-9E-learningHigher order thinking skillsE-learning practicesSecondary schoolQuality education |
| spellingShingle | Chua Yan Piaw Loo Fung Ying Loo Fung Chiat Unveiling key e-learning ingredients for enhancing higher-order thinking skills Discover Education E-learning Higher order thinking skills E-learning practices Secondary school Quality education |
| title | Unveiling key e-learning ingredients for enhancing higher-order thinking skills |
| title_full | Unveiling key e-learning ingredients for enhancing higher-order thinking skills |
| title_fullStr | Unveiling key e-learning ingredients for enhancing higher-order thinking skills |
| title_full_unstemmed | Unveiling key e-learning ingredients for enhancing higher-order thinking skills |
| title_short | Unveiling key e-learning ingredients for enhancing higher-order thinking skills |
| title_sort | unveiling key e learning ingredients for enhancing higher order thinking skills |
| topic | E-learning Higher order thinking skills E-learning practices Secondary school Quality education |
| url | https://doi.org/10.1007/s44217-025-00600-9 |
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