An Empirical Analysis of Requirements for an Automated ELearning Platform: The Case of Teachers in Kosova
Session
Computer Science and Communication Engineering
Description
This paper examines the need for developing an automated e-learning platform that supports adaptive learning for students in Kosovo. Using a mixed-methods approach—both quantitative and qualitative—the responses of 50 teachers were analyzed to understand their perceptions and the challenges associated with using platforms such as Google Classroom, Moodle, and Zoom. The findings indicate that, although there is significant potential to enhance teaching practices, key obstacles remain, including low student engagement and technological difficulties. The study suggests the development of a personalized platform powered by artificial intelligence to improve student participation and the overall effectiveness of distance learning.
Keywords:
Automated E-Learning, Adaptive Learning, Teacher Perceptions, Digital Education Platforms, Educational Technology in Kosova
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-982-41-2
Location
UBT Lipjan, Kosovo
Start Date
25-10-2025 9:00 AM
End Date
26-10-2025 6:00 PM
DOI
10.33107/ubt-ic.2025.100
Recommended Citation
Çitaku, Bleona; Kabashi, Faton; Shkurti, Lamir; and Selimaj, Mirlinda, "An Empirical Analysis of Requirements for an Automated ELearning Platform: The Case of Teachers in Kosova" (2025). UBT International Conference. 32.
https://knowledgecenter.ubt-uni.net/conference/2025UBTIC/CS/32
An Empirical Analysis of Requirements for an Automated ELearning Platform: The Case of Teachers in Kosova
UBT Lipjan, Kosovo
This paper examines the need for developing an automated e-learning platform that supports adaptive learning for students in Kosovo. Using a mixed-methods approach—both quantitative and qualitative—the responses of 50 teachers were analyzed to understand their perceptions and the challenges associated with using platforms such as Google Classroom, Moodle, and Zoom. The findings indicate that, although there is significant potential to enhance teaching practices, key obstacles remain, including low student engagement and technological difficulties. The study suggests the development of a personalized platform powered by artificial intelligence to improve student participation and the overall effectiveness of distance learning.