DIGITAL LEARNING CONFERENCE


Digital Learning Conference is one of the leading research topics in the international research conference domain. Digital Learning is a conference track under the Education Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Education.

internationalconference.net provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of (Education).

Digital Learning is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

You are welcome to SUBMIT your research paper or manuscript to Digital Learning Conference Track will be held at “Education Conference in San Francisco, United States in June 2020” - “Education Conference in Paris, France in July 2020” - “Education Conference in New York, United States in August 2020” - “Education Conference in Tokyo, Japan in September 2020” - “Education Conference in Zürich, Switzerland in September 2020” - “Education Conference in Barcelona, Spain in October 2020” - “Education Conference in San Francisco, United States in November 2020” - “Education Conference in Istanbul, Turkey in November 2020” - “Education Conference in Singapore, Singapore in November 2020” - “Education Conference in Bangkok, Thailand in December 2020” - “Education Conference in Paris, France in December 2020” - “Education Conference in London, United Kingdom in February 2021” - “Education Conference in London, United Kingdom in February 2021” - “Education Conference in Barcelona, Spain in April 2021” - “Education Conference in Istanbul, Turkey in May 2021” - “Education Conference in San Francisco, United States in June 2021” - “Education Conference in Paris, France in July 2021” - “Education Conference in New York, United States in August 2021” - “Education Conference in Tokyo, Japan in September 2021” - “Education Conference in Zürich, Switzerland in September 2021” - “Education Conference in Barcelona, Spain in October 2021” - “Education Conference in San Francisco, United States in November 2021” - “Education Conference in Istanbul, Turkey in November 2021” - “Education Conference in Singapore, Singapore in November 2021” - “Education Conference in Bangkok, Thailand in December 2021” - “Education Conference in Paris, France in December 2021” .

Digital Learning is also a leading research topic on Google Scholar, Semantic Scholar, Zenedo, OpenAIRE, BASE, WorldCAT, Sherpa/RoMEO, Elsevier, Scopus, Web of Science.

Final Call

IX. INTERNATIONAL EDUCATION CONFERENCE

JUNE 05 - 06, 2020
SAN FRANCISCO, UNITED STATES

X. INTERNATIONAL EDUCATION CONFERENCE

JULY 20 - 21, 2020
PARIS, FRANCE

XI. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 10 - 11, 2020
NEW YORK, UNITED STATES

XII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 10 - 11, 2020
TOKYO, JAPAN

XIII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 16 - 17, 2020
ZÜRICH, SWITZERLAND

XIV. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 21 - 22, 2020
BARCELONA, SPAIN

XV. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 02 - 03, 2020
SAN FRANCISCO, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline October 05, 2020
  • CONFERENCE CODE: 20EDC11US
  • One Time Submission Deadline Reminder

XVI. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 12 - 13, 2020
ISTANBUL, TURKEY

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline October 05, 2020
  • CONFERENCE CODE: 20EDC11TR
  • One Time Submission Deadline Reminder

XVII. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 19 - 20, 2020
SINGAPORE, SINGAPORE

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline October 19, 2020
  • CONFERENCE CODE: 20EDC11SG
  • One Time Submission Deadline Reminder

XVIII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 15 - 16, 2020
BANGKOK, THAILAND

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline November 17, 2020
  • CONFERENCE CODE: 20EDC12TH
  • One Time Submission Deadline Reminder

XIX. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 28 - 29, 2020
PARIS, FRANCE

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline November 26, 2020
  • CONFERENCE CODE: 20EDC12FR
  • One Time Submission Deadline Reminder

XX. INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline January 16, 2021
  • CONFERENCE CODE: 21EDC02GB
  • One Time Submission Deadline Reminder

XX. INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline January 16, 2021
  • CONFERENCE CODE: 21EDC02GB
  • One Time Submission Deadline Reminder

XXI. INTERNATIONAL EDUCATION CONFERENCE

APRIL 15 - 16, 2021
BARCELONA, SPAIN

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline March 16, 2021
  • CONFERENCE CODE: 21EDC04ES
  • One Time Submission Deadline Reminder

XXII. INTERNATIONAL EDUCATION CONFERENCE

MAY 11 - 12, 2021
ISTANBUL, TURKEY

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline April 01, 2021
  • CONFERENCE CODE: 21EDC05TR
  • One Time Submission Deadline Reminder

XXIII. INTERNATIONAL EDUCATION CONFERENCE

JUNE 05 - 06, 2021
SAN FRANCISCO, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline May 06, 2020
  • CONFERENCE CODE: 21EDC06US
  • One Time Submission Deadline Reminder

XXIV. INTERNATIONAL EDUCATION CONFERENCE

JULY 20 - 21, 2021
PARIS, FRANCE

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline June 19, 2020
  • CONFERENCE CODE: 21EDC07FR
  • One Time Submission Deadline Reminder

XXV. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 10 - 11, 2021
NEW YORK, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline July 10, 2020
  • CONFERENCE CODE: 21EDC08US
  • One Time Submission Deadline Reminder

XXVI. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 10 - 11, 2021
TOKYO, JAPAN

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline August 10, 2020
  • CONFERENCE CODE: 21EDC09JP
  • One Time Submission Deadline Reminder

XXVII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 16 - 17, 2021
ZÜRICH, SWITZERLAND

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline August 17, 2020
  • CONFERENCE CODE: 21EDC09CH
  • One Time Submission Deadline Reminder

XXVIII. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 21 - 22, 2021
BARCELONA, SPAIN

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline September 22, 2020
  • CONFERENCE CODE: 21EDC10ES
  • One Time Submission Deadline Reminder

XXIX. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 02 - 03, 2021
SAN FRANCISCO, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline October 05, 2020
  • CONFERENCE CODE: 21EDC11US
  • One Time Submission Deadline Reminder

XXX. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 12 - 13, 2021
ISTANBUL, TURKEY

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline October 05, 2020
  • CONFERENCE CODE: 21EDC11TR
  • One Time Submission Deadline Reminder

XXXI. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 19 - 20, 2021
SINGAPORE, SINGAPORE

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline October 19, 2020
  • CONFERENCE CODE: 21EDC11SG
  • One Time Submission Deadline Reminder

XXXII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 15 - 16, 2021
BANGKOK, THAILAND

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline November 17, 2020
  • CONFERENCE CODE: 21EDC12TH
  • One Time Submission Deadline Reminder

XXXIII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 28 - 29, 2021
PARIS, FRANCE

  • Abstracts/Full-Text Paper Submission Deadline June 15, 2020
  • Notification of Acceptance/Rejection Deadline June 30, 2020
  • Final Paper and Early Bird Registration Deadline November 26, 2020
  • CONFERENCE CODE: 21EDC12FR
  • One Time Submission Deadline Reminder
FINISHED

I. INTERNATIONAL EDUCATION CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

FINISHED

II. INTERNATIONAL EDUCATION CONFERENCE

JUNE 26 - 27, 2019
PARIS, FRANCE

FINISHED

III. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

FINISHED

IV. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 08 - 09, 2019
NEW YORK, UNITED STATES

FINISHED

V. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 12 - 13, 2019
ROME, ITALY

FINISHED

VI. INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 13 - 14, 2020
LONDON, UNITED KINGDOM

FINISHED

VII. INTERNATIONAL EDUCATION CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

FINISHED

VIII. INTERNATIONAL EDUCATION CONFERENCE

MAY 11 - 12, 2020
ISTANBUL, TURKEY

Education Conference Call For Papers are listed below:

Previously Published Papers on "Digital Learning Conference"

  • Challenges and Professional Perspectives for Pedagogy Undergraduates with Specific Learning Disability: A Greek Case Study
    Authors: Tatiani D. Mousoura, Keywords: Specific learning disability, dyslexia, pedagogy department, inclusion, professional role of SLDed educators, higher education, university policy. DOI:10.5281/zenodo. Abstract: Specific learning disability (SLD) in higher education has been partially explored in Greece so far. Moreover, opinions on professional perspectives for university students with SLD, is scarcely encountered in Greek research. The perceptions of the hidden character of SLD along with the university policy towards it and professional perspectives that result from this policy have been examined in the present research. This study has applied the paradigm of a Greek Tertiary Pedagogical Education Department (Early Childhood Education). Via mixed methods, data have been collected from different groups of people in the Pedagogical Department: students with SLD and without SLD, academic staff and administration staff, all of which offer the opportunity for triangulation of the findings. Qualitative methods include ten interviews with students with SLD and 15 interviews with academic staff and 60 hours of observation of the students with SLD. Quantitative methods include 165 questionnaires completed by third and fourth-year students and five questionnaires completed by the administration staff. Thematic analyses of the interviews’ data and descriptive statistics on the questionnaires’ data have been applied for the processing of the results. The use of medical terms to define and understand SLD was common in the student cohort, regardless of them having an SLD diagnosis. However, this medical model approach is far more dominant in the group of students without SLD who, by majority, hold misconceptions on a definitional level. The academic staff group seems to be leaning towards a social approach concerning SLD. According to them, diagnoses may lead to social exclusion. The Pedagogical Department generally endorses the principles of inclusion and complies with the provision of oral exams for students with SLD. Nevertheless, in practice, there seems to be a lack of regular academic support for these students. When such support does exist, it is only through individual initiatives. With regards to their prospective profession, students with SLD can utilize their personal experience, as well as their empathy; these appear to be unique weapons in their hands –in comparison with other educators− when it comes to teaching students in the future. In the Department of Pedagogy, provision towards SLD results sporadic, however the vision of an inclusive department does exist. Based on their studies and their experience, pedagogy students with SLD claim that they have an experiential internalized advantage for their future career as educators.
  • Blended Learning through Google Classroom
    Authors: Lee Bih Ni, Keywords: Blended learning, learning app, Google classroom, schools. DOI:10.5281/zenodo. Abstract: This paper discusses that good learning involves all academic groups in the school. Blended learning is learning outside the classroom. Google Classroom is a free service learning app for schools, non-profit organizations and anyone with a personal Google account. Facilities accessed through computers and mobile phones are very useful for school teachers and students. Blended learning classrooms using both traditional and technology-based methods for teaching have become the norm for many educators. Using Google Classroom gives students access to online learning. Even if the teacher is not in the classroom, the teacher can provide learning. This is the supervision of the form of the teacher when the student is outside the school.
  • A Neuroscience-Based Learning Technique: Framework and Application to STEM
    Authors: Dante J. Dorantes-González, Aldrin Balsa-Yepes, Keywords: Emotion, emotion-enhanced memory, learning technique, STEM. DOI:10.5281/zenodo. Abstract: Existing learning techniques such as problem-based learning, project-based learning, or case study learning are learning techniques that focus mainly on technical details, but give no specific guidelines on learner’s experience and emotional learning aspects such as arousal salience and valence, being emotional states important factors affecting engagement and retention. Some approaches involving emotion in educational settings, such as social and emotional learning, lack neuroscientific rigorousness and use of specific neurobiological mechanisms. On the other hand, neurobiology approaches lack educational applicability. And educational approaches mainly focus on cognitive aspects and disregard conditioning learning. First, authors start explaining the reasons why it is hard to learn thoughtfully, then they use the method of neurobiological mapping to track the main limbic system functions, such as the reward circuit, and its relations with perception, memories, motivations, sympathetic and parasympathetic reactions, and sensations, as well as the brain cortex. The authors conclude explaining the major finding: The mechanisms of nonconscious learning and the triggers that guarantee long-term memory potentiation. Afterward, the educational framework for practical application and the instructors’ guidelines are established. An implementation example in engineering education is given, namely, the study of tuned-mass dampers for earthquake oscillations attenuation in skyscrapers. This work represents an original learning technique based on nonconscious learning mechanisms to enhance long-term memories that complement existing cognitive learning methods.
  • Building a Transformative Continuing Professional Development Experience for Educators through a Principle-Based, Technological-Driven Knowledge Building Approach: A Case Study of a Professional Learning Team in Secondary Education
    Authors: Melvin Chan, Chew Lee Teo, Keywords: Continual professional development, knowledge building, learning paradigm, andragogy. DOI:10.5281/zenodo. Abstract: There has been a growing emphasis in elevating the teachers’ proficiency and competencies through continuing professional development (CPD) opportunities. In this era of a Volatile, Uncertain, Complex, Ambiguous (VUCA) world, teachers are expected to be collaborative designers, critical thinkers and creative builders. However, many of the CPD structures are still revolving in the model of transmission, which stands in contradiction to the cultivation of future-ready teachers for the innovative world of emerging technologies. This article puts forward the framing of CPD through a Principle-Based, Technological-Driven Knowledge Building Approach grounded in the essence of andragogy and progressive learning theories where growth is best exemplified through an authentic immersion in a social/community experience-based setting. Putting this Knowledge Building Professional Development Model (KBPDM) in operation via a Professional Learning Team (PLT) situated in a Secondary School in Singapore, research findings reveal that the intervention has led to a fundamental change in the learning paradigm of the teachers, henceforth equipping and empowering them successfully in their pedagogical design and practices for a 21st century classroom experience. This article concludes with the possibility in leveraging the Learning Analytics to deepen the CPD experiences for educators.
  • Investigation of Learning Challenges in Building Measurement Unit
    Authors: Argaw T. Gurmu, Muhammad N. Mahmood, Keywords: Building measurement, construction management, learning challenges, evaluate survey. DOI:10.5281/zenodo. Abstract: The objective of this research is to identify the architecture and construction management students’ learning challenges of the building measurement. This research used the survey data obtained collected from the students who completed the building measurement unit. NVivo qualitative data analysis software was used to identify relevant themes. The analysis of the qualitative data revealed the major learning difficulties such as inadequacy of practice questions for the examination, inability to work as a team, lack of detailed understanding of the prerequisite units, insufficiency of the time allocated for tutorials and incompatibility of lecture and tutorial schedules. The output of this research can be used as a basis for improving the teaching and learning activities in construction measurement units.
  • Training Undergraduate Engineering Students in Robotics and Automation through Model-Based Design Training: A Case Study at Assumption University of Thailand
    Authors: Sajed A. Habib, Keywords: Automation, industry 4.0, model-based design training, problem-based learning. DOI:10.5281/zenodo. Abstract: Problem-based learning (PBL) is a student-centered pedagogy that originated in the medical field and has also been used extensively in other knowledge disciplines with recognized advantages and limitations. PBL has been used in various undergraduate engineering programs with mixed outcomes. The current fourth industrial revolution (digital era or Industry 4.0) has made it essential for many science and engineering students to receive effective training in advanced courses such as industrial automation and robotics. This paper presents a case study at Assumption University of Thailand, where a PBL-like approach was used to teach some aspects of automation and robotics to selected groups of undergraduate engineering students. These students were given some basic level training in automation prior to participating in a subsequent training session in order to solve technical problems with increased complexity. The participating students’ evaluation of the training sessions in terms of learning effectiveness, skills enhancement, and incremental knowledge following the problem-solving session was captured through a follow-up survey consisting of 14 questions and a 5-point scoring system. From the most recent training event, an overall 70% of the respondents indicated that their skill levels were enhanced to a much greater level than they had had before the training, whereas 60.4% of the respondents from the same event indicated that their incremental knowledge following the session was much greater than what they had prior to the training. The instructor-facilitator involved in the training events suggested that this method of learning was more suitable for senior/advanced level students than those at the freshmen level as certain skills to effectively participate in such problem-solving sessions are acquired over a period of time, and not instantly.
  • Learning Programming for Hearing Impaired Students via an Avatar
    Authors: Nihal Esam Abuzinadah, Areej Abbas Malibari, Arwa Abdulaziz Allinjawi, Paul Krause, Keywords: Hearing-impaired students, isolation, self-esteem, learning difficulties. DOI:10.5281/zenodo. Abstract: Deaf and hearing-impaired students face many obstacles throughout their education, especially with learning applied sciences such as computer programming. In addition, there is no clear signs in the Arabic Sign Language that can be used to identify programming logic terminologies such as while, for, case, switch etc. However, hearing disabilities should not be a barrier for studying purpose nowadays, especially with the rapid growth in educational technology. In this paper, we develop an Avatar based system to teach computer programming to deaf and hearing-impaired students using Arabic Signed language with new signs vocabulary that is been developed for computer programming education. The system is tested on a number of high school students and results showed the importance of visualization in increasing the comprehension or understanding of concepts for deaf students through the avatar.
  • Collaborative Reflexive/Reflective Teaching and Action Research in TESL
    Authors: O. F. Elkommos, Keywords: Action research, addressing differentiation, collaborative teaching, reflective teaching and learning, reflexive learning, reflexive teaching, self-development, self-evaluation, TESL. DOI:10.5281/zenodo. Abstract: Teaching English as a Second Language (TESL) has become a very rich area of research. Practitioners or teachers of English as a foreign or a second language are now promoting both collaborative learning and collaborative teaching. Students learning a language collaboratively and cooperatively are learning in a better environment of team work where they learn from each other. Further, teaching English collaboratively also creates an enriching environment that is also very enriching to students’ and teachers’ experiences of learning and teaching. Moreover, action research stems from actual teacher concerns and students’ needs. Reflection in turn, on the experience of the material taught and the delivery of material is becoming an integral part of the teaching and learning experience self- evaluation and self-development. In this case, the concern of the research field in the area of TESL will be the development of teaching delivery, material and quality of learning. In the present research, the TESL module taught to year two students in the Faculty of Arts and Humanities, British University in Egypt (BUE) will be evaluated reflexively by the students and teachers. The module was taught to students in two different specialisms. It was taught and delivered through collaborative teaching and was evaluated by both teachers and students as very successful and enjoyable. The reflections of both teachers and students as well as student results confirm that it was a success.
  • Development of a Small-Group Teaching Method for Enhancing the Learning of Basic Acupuncture Manipulation Optimized with the Theory of Motor Learning
    Authors: Wen-Chao Tang, Tang-Yi Liu, Ming Gao, Gang Xu, Hua-Yuan Yang, Keywords: Acupuncture, group teaching, video instruction, observational learning, external focus, summary feedback. DOI:10.5281/zenodo. Abstract: This study developed a method for teaching acupuncture manipulation in small groups optimized with the theory of motor learning. Sixty acupuncture students and their teacher participated in our research. Motion videos were recorded of their manipulations using the lifting-thrusting method. These videos were analyzed using Simi Motion software to acquire the movement parameters of the thumb tip. The parameter velocity curves along Y axis was used to generate small teaching groups clustered by a self-organized map (SOM) and K-means. Ten groups were generated. All the targeted instruction based on the comparative results groups as well as the videos of teacher and student was provided to the members of each group respectively. According to the theory and research of motor learning, the factors or technologies such as video instruction, observational learning, external focus and summary feedback were integrated into this teaching method. Such efforts were desired to improve and enhance the effectiveness of current acupuncture teaching methods in limited classroom teaching time and extracurricular training.
  • The Use of Webquests in Developing Inquiry Based Learning: Views of Teachers and Students in Qatar
    Authors: Abdullah Abu-Tineh, Carol Murphy, Nigel Calder, Nasser Mansour, Keywords: Digital technology, inquiry-based learning, mathematics and science education, professional development. DOI:10.5281/zenodo. Abstract: This paper reports on an aspect of e-learning in developing inquiry-based learning (IBL). We present data on the views of teachers and students in Qatar following a professional development programme intended to help teachers implement IBL in their science and mathematics classrooms. Key to this programme was the use of WebQuests. Views of the teachers and students suggested that WebQuests helped students to develop technical skills, work collaboratively and become independent in their learning. The use of WebQuests also enabled a combination of digital and non-digital tools that helped students connect ideas and enhance their understanding of topics.