Channel
@elearningblog
On this record: Growth · Engagement · Posts · Cite this entry
32subscribers
-1 since we began measuring on 7 August 2026
Risers and fallers across the register · movement among entries of Under 1,000.
| Telegram ID | -1001369075344 |
|---|---|
| Type | Channel |
| Username | @elearningblog |
| Created | Between 1 March 2018 and 31 August 2021— estimated from Telegram’s id allocation, not measured. How this range is calculated. |
| First recorded | 11 August 2026 |
| Last confirmed live | 22 August 2026 |
| Measurements held | 3 |
| Confirmed unchanged | 1 time, most recently 22 August 2026 |
| On Telegram | t.me/elearningblog |
| Measured (UTC) | Subscribers | Change |
|---|---|---|
| 22 Aug 2026, 00:15 | 32 | -1 |
| 11 Aug 2026, 01:01 | 33 | no change |
| 7 Aug 2026, 21:00 | 33 | first reading |
20 posts held, back to 19 June 2026 — the reader has not yet reached the start of this channel’s public history, so older posts may sit further back, unread. Read across 1 pageof Telegram’s post history, 20 posts per page.
ERR is average views per post over the last 30 days divided by subscribers, the definition TGStat uses, so this figure is comparable with the one you will see elsewhere. It falls structurally as a channel grows: a high ERR on a small channel and a low one on a large channel describe reach mathematics, not quality. We publish the figure and the sample it came from and pass no verdict on it.
ER is defined industry-wide as (forwards + reactions + comments) ÷ views— note the denominator is views, not subscribers. Telegram’s public web preview carries views and reactions but not forward or comment counts, so the reaction rate above is the reactions term only and is therefore a floor: the true ER for this channel is higher by an amount we have not measured and will not estimate.
| Window | Rolling 30 days · latest post in window 3 August 2026 |
|---|---|
| Posts held | 20 (19 June 2026 – 3 August 2026) |
| Views total | 41 |
| Reactions total | — |
| Forwards / comments | not exposed by the public surface — not measured, not estimated |
| Readings taken | 11 Aug 2026, 01:01 UTC |
Views are a single reading per post, taken at the time above. A post published in the last day or two is still accumulating views, which pulls the 30-day average down slightly. That is a property of the standard definition rather than a fault in it, so we keep the definition rather than “correcting” the number into something nobody can reproduce.
Precision. Telegram publishes view counts on its public widget in short form — 8.12K, 3.7M — so any reading at or above 1,000 reaches us rounded to three significant figures, and only counts below 1,000 are exact. Averages and rates derived from them are shown to the same precision rather than to the unit: a figure like 3,701,250 would assert digits nobody measured.
Reaction counts are published per emoji and rounded the same way, so a total below 1,000 is exact and a larger one is a sum that may carry a rounded component from each emoji above 1,000. Because it is a sum, it does not look rounded — read a large reaction total as three significant figures per contributing emoji rather than as the figure it prints.
[mooc] Selbstorganisiert im Studium #imoox #tugraz #SOS Die TU Graz bietet wiederum zu Semesterstart den MOOC zu „SOS – Selbstorganisiert im Studium“ an, mit der Idee unsere Studienanfänger:innen mit wichtigen Informationen rund um den Studienstart zu versehen. Dabei ,geht es aber nicht nur um organisatorische Hinweise, sondern vielmehr um wichtige Themen fürs Studium – damit wir jedenfalls eines verhindern: Laut SO…
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[mooc] Fit4Math #tugraz #math #mathefit #brückenkurs Ich darf ankündigen, dass fast schon traditionell der FIT4Math startet. Dieser Online-Kurs ist ein Brückenkurs und dazu gedacht Studienanfänger:innen den Einstieg in ein technisches oder naturwissenschaftliches Studium zu erleichtern: Der iMooX-Kurs Fit4Math ist ein frei zugänglicher Mathematik-Brückenkurs zur Vorbereitung auf MINT-Studien (Mathematik, Informatik…
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[publication] Motivation and Self-Regulated Learning in Secondary Schools with Flipped Classrooms: A Systematic Literature Review #edmedia #research Our publication about „Motivation and Self-Regulated Learning in Secondary Schools with Flipped Classrooms: A Systematic Literature Review“ for this year’s edmedia conference is out. Abstract: In recent years, flipped classroom (FC) models have gained traction as an inn…
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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 21 / No.03 #ijet #research Issue 21/03 of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-). Table of Contents: - Strategies, Regulations and Mechanisms for Protecting Student Data in University Digital Repositories: A Systematic Review - Investigating Emotions in Virtual Reality-Based Learning E…
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[mooc] Woche 5 im MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ #imoox #digiskill26 Woche 4 im MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ liegt vor uns. Diese Woche geht es um Sicherheit und selbstverständlich war dies auch Thema beim DigiStammtisch. Viel Spaß damit: https://youtu.be/IdnhD6p3fls Und natürlich ist das alles kostenfrei und offen lizenziert – daher einfach anmelden, wir freuen…
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[publication] Digital Equipment Evolution and IT Activity of TU Graz study beginners (2011-2025): Challenges of Tablet and AI Dominance for University Digital-Sovereignty Initiatives #tugraz #welcomedays Our most traditional research publication about the outcomes of the welcome days‘ survey is now published, titled „Digital Equipment Evolution and IT Activity of TU Graz study beginners (2011-2025): Challenges of Ta…
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[publication] Whitepaper on Evaluating GenAI Innovation in Higher Education #tugraz #research #AIinEducation Our publication, „Whitepaper on Evaluating GenAI Innovation in Higher Education,“ is included in the proceedings of the EDMedia 2026 conference. Abstract: Generative artificial intelligence (genAI) is increasingly shaping higher education by enabling new forms of content creation, assessment, learner support,…
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[mooc] Woche 4 im MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ #imoox #digiskill26 Woche 3 im MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ liegt vor uns. Diese Woche geht es um das Kreation digitaler Inhalte und natürlich haben wir wieder im Digi-Stammtisch darüber geredet. Viel Spaß damit: https://youtu.be/v9gdu_0uHZs Und natürlich ist das alles kostenfrei und offen lizenziert – daher einfa…
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[issue] Applications of Digital Technology and AI in Educational Settings #tugraz #research I am happy to announce that my successful journal issue on „Applications of Digital Technology and AI in Educational Settings“ is now closed. In summary, 16 very interesting articles are part of it: - Generative AI as a More Knowledgeable Other: An Autoethnographic Study of Game Design Education - An Exploratory Study of a Ge…
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[CfP] Special Issue on „Applications of Educational Technology and AI in Educational Settings“ #research I am happy to announce another Call for Papers for a Special Issue on „Applications of Educational Technology and AI in Educational Settings„ This Special Issue aims to investigate the transformative impact of digital technology and/or artificial intelligence (AI) in educational settings. As such, we are seeking …
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[mooc] Woche 3 im MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ #imoox #digiskill26 Woche 2 im MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ liegt vor uns. Diese Woche geht es um das Thema Kommunikation und Zusammenarbeit und da haben wir auch wieder Vides vorbereitet aus unserem Digi-Stammtisch. Viel Spaß damit: https://youtu.be/ix0CbPCLGto Und natürlich ist das alles kostenfrei und offen liz…
Signed All about E-Learning
Showing the 12 most recent of 20 posts we hold for @elearningblog. View and reaction counts are the latest single reading for each post, not a live figure, and a recent post is still accumulating both. A view count marked ≈ was rounded by Telegram before we ever saw it — t.me prints views in full below 1,000 and to three significant figures above, so ≈1,200,000 means somewhere between 1,150,000 and 1,249,999. Unmarked counts are exact. Text is reproduced from the public post preview and truncated for length.
A live page changes as we take new readings, so a citation should name the measurement it is based on, not just the URL. The line below cites the subscriber count as measured 22 August 2026 — this entry's latest reading, not the date you are reading this.
“E-Learning Blog” (@elearningblog), 32 subscribers as measured 22 August 2026. Telegram Register, tgregister.com/channel/elearningblog.
Full measurement history, CC BY 4.0. Every reading this register holds for this entry, not just the latest one, as a dated, downloadable record: CSV · JSON. Free to use with attribution to tgregister.com. Each file carries its own generation timestamp, which is the figure to cite for exactly when the data was retrieved.