Unveiling key e-learning ingredients for enhancing higher-order thinking skills
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 identi...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Discover
2025
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| Online Access: | http://psasir.upm.edu.my/id/eprint/120122/ http://psasir.upm.edu.my/id/eprint/120122/1/120122.pdf |
| _version_ | 1848868116648427520 |
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| author | Piaw, Chua Yan Ying, Loo Fung Chiat, Loo Fung |
| author_facet | Piaw, Chua Yan Ying, Loo Fung Chiat, Loo Fung |
| author_sort | Piaw, Chua Yan |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-15T14:47:17Z |
| format | Article |
| id | upm-120122 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T14:47:17Z |
| publishDate | 2025 |
| publisher | Discover |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1201222025-09-23T07:40:51Z http://psasir.upm.edu.my/id/eprint/120122/ Unveiling key e-learning ingredients for enhancing higher-order thinking skills Piaw, Chua Yan Ying, Loo Fung Chiat, Loo Fung 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. Discover 2025-06-22 Article PeerReviewed text en cc_by_nc_nd_4 http://psasir.upm.edu.my/id/eprint/120122/1/120122.pdf Piaw, Chua Yan and Ying, Loo Fung and Chiat, Loo Fung (2025) Unveiling key e-learning ingredients for enhancing higher-order thinking skills. Discover Education, 4. art. no. 202. pp. 1-14. ISSN 2731-5525 https://link.springer.com/article/10.1007/s44217-025-00600-9?error=cookies_not_supported&code=0fb4105d-4657-4d41-b29b-c80386d0318f 10.1007/s44217-025-00600-9 |
| spellingShingle | Piaw, Chua Yan Ying, Loo Fung Chiat, Loo Fung Unveiling key e-learning ingredients for enhancing higher-order thinking skills |
| 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 |
| url | http://psasir.upm.edu.my/id/eprint/120122/ http://psasir.upm.edu.my/id/eprint/120122/ http://psasir.upm.edu.my/id/eprint/120122/ http://psasir.upm.edu.my/id/eprint/120122/1/120122.pdf |