PurposeThis empirical study was carried out to examine predictors of perceived usefulness of the learning management system (LMS) from the viewpoint of distance learning students of Allama Iqbal Open University (AIOU) Islamabad.Design/methodology/approachThis study used a positivist paradigm and a correlation research design. The information success model was adopted as a theoretical framework. The unit of analysis was postgraduate students from four departments, enrolled at AIOU, Islamabad. Out of a population of 836, using a stratified sample technique, 260 students were selected as a target sample size. Next, a cross-sectional survey method was applied, and a close-ended 5-point Likert scale questionnaire was adopted to collect data from the target samples, yielding an 88.2% (n = 247) response rate.FindingsThe study found a positive perception of respondents regarding the “information quality,” “system quality,” “readiness for online learning,” “service quality,” “use of LMS,” “perceived usefulness” and “user satisfaction” of Aaghi LMS. The findings of the multiple standard regression analysis depicted that all five variables (i.e. information quality, system quality, readiness for online learning, service quality and user satisfaction [independent variables]) were the most influencing factors of “perceived usefulness (dependent variable) except for LMS use.” These empirical results have proved that online and distance learning (ODL) students in Pakistan are adopting web-based integrated systems and/or LMS to fulfill their educational and learning needs. Based on the findings, suggestions were given for more effective and efficient use of Aaghi LMS.Originality/valueThis is a unique empirical research study that investigated the adoption of LMS from the viewpoint of distance learning students in Pakistan. The results of the study contribute significantly to the current literature on the adoption as well as acceptance of LMS by ODL students for academic activities.

PurposeThis paper describes the effectiveness of the sustainability-based action teacher model in distance learning, focusing on health and teacher performance.Design/methodology/approachIn this quasi-experimental research, 34 primary school teachers (B accredited) from three areas participated in a one-group pretest–posttest design. Health parameters (blood pressure, blood sugar and uric acid) and performance indicators (knowledge, performance observation, satisfaction and self-expectation) were compared before and after the intervention using a T-test. Consistency across regions was analyzed using one-way ANOVA. Ethical approval was obtained from the Committee of the Faculty of Medicine, Udayana University, in line with the Helsinki Declaration.FindingsHealth checks (blood pressure) and clinical laboratory results (blood sugar and uric acid) showed a decrease, with varying supportive factors. Cognitive function results remained in the normal category. Furthermore, nutritional status, seen from the body mass index, waist-to-hip ratio and waist-to-height ratio, showed that the proportion of decrease was greater than the increase. Teacher performance, assessed through knowledge tests, performance observations and self-satisfaction and expectations, showed significant improvement.Research limitations/implicationsThe program was conducted through group remote learning. The maintenance phase in the transtheoretical model was only partially achieved, and the termination phase was not yet reached.Social implicationsThe model fosters teachers’ awareness and motivation, facilitating behavioral changes in health and performance, thus addressing the challenges of achieving sustainable development in education.Originality/valueHealth promotion intervention model that integrates health literacy with teacher competencies. This research contributes to improving physical health, cognitive function, nutritional status and teacher performance.

PurposeThis study investigates the research landscape concerning online teaching success in higher education.Design/methodology/approachWe utilize bibliometric and content analysis methods on a dataset consisting of 115 documents, indexed in both Scopus and Web of Science, and published between 2008 and 2023.FindingsThe findings reveal a notable surge in publication output coinciding with the COVID-19 pandemic, suggesting a rapid expansion of the research community during this period. However, despite this growth, collaborative efforts among researchers remain limited. The United States, Germany and China have emerged as the most influential contributors to this field, although a restricted collaboration network persists. Current sources predominantly focus on scopes related to digital technology, while pedagogical issues remain underrepresented. This study also identifies nine key themes and outlines potential avenues for future research within each.Originality/valueThe research findings map a knowledge base for the success of online teaching in higher education and suggest potential future research directions that balance technological advancement with pedagogical efficacy and the involvement of stakeholders.

PurposeThis research aims to investigate the role played by open distance learning (ODL) in supporting the professional development of in-service teachers in the field of English as a Second Language (ESL) at a Malaysian higher education institution. In a rapidly evolving educational landscape, continuous professional development is essential for teachers, particularly for underqualified in-service educators. ODL offers a flexible and accessible pathway that allows teachers to simultaneously pursue academic qualifications while fulfiling their professional and personal responsibilities.Design/methodology/approachThis study employed a qualitative case study design to examine how ODL influences pedagogical practices. Data were gathered through in-depth interviews with four in-service ESL teachers enrolled in an undergraduate Teaching English as a Second Language (TESL) programme delivered via ODL.FindingsA thematic analysis of the interview data revealed several key insights. The flexibility of ODL allowed participants to balance their work, study and personal responsibilities, although effective time management was critical for success. The programme facilitated the integration of theoretical knowledge with classroom practices and improved instructional strategies. However, some participants found it challenging to apply abstract theories in real-world teaching contexts. Although ODL enabled the immediate implementation of newly acquired techniques, an inadequate technological infrastructure hindered this process. Expert guidance was valuable, yet limited face-to-face interaction posed challenges for some educators.Practical implicationsThe findings offer valuable insights for policymakers and ODL institutions. They highlight the need for strengthened institutional support, improved technological infrastructure and enhanced interactive learning opportunities.Originality/valueThis study highlights the need for enhanced support systems, targeted professional development strategies and policy measures to improve teachers’ effectiveness.

PurposeThis study aims to explore the complexities faced by postgraduate students at Universitas Terbuka (UT) during their thesis writing process in a distance learning environment, focusing on their perspectives, challenges and strategies.Design/methodology/approachThe research employed a mixed-methods approach with a convergent parallel design, incorporating both quantitative data from 146 online questionnaire responses and qualitative insights from semi-structured interviews with 16 students. This comprehensive methodology enabled a detailed examination of the students' experiences. The participants were from seven study programs in the Postgraduate Schools of UT.FindingsThe study identifies key themes impacting thesis writing in a distance learning context, including self-discipline, time management, access to resources, technological adaptation, feelings of isolation, motivation and supervisory interaction. The findings highlight the critical role of structured support systems, technological infrastructure and adaptive strategies such as online study groups and productivity tools in mitigating these challenges. Regular, constructive feedback from supervisors and the establishment of a supportive academic community are crucial for student success.Research limitations/implicationsThe research emphasizes the need for educational institutions to enhance their digital platforms and provide comprehensive training to bridge the gap in resource accessibility and technological proficiency. Further studies could expand on the specific needs of different demographic groups within the distance learning framework.Practical implicationsInstitutions should implement targeted interventions such as time management workshops, regular mentoring sessions, and the development of interactive and collaborative online platforms to support distance learners effectively.Social implicationsBy addressing the unique challenges of thesis writing in distance education, this study contributes to improving academic outcomes and enhancing the overall learning experience for postgraduate students, fostering a more inclusive and supportive educational environment.Originality/valueThis research provides valuable insights into the specific experiences of postgraduate students at UT, offering actionable recommendations for educators and policymakers to support thesis writing in distance learning contexts.

PurposeThe study examined the antecedents of lecturers' online teaching anxiety and analyzed their relationships with variables such as gender, age, education, teaching experience and faculty.Design/methodology/approachUsing a mixed-methods design, the study involved 115 university lecturers through surveys and 15 through semi-structured interviews, with data analyzed via mixed-methods approaches.FindingsPersonal matters and digital literacy caused the lowest anxiety, teaching methods and classroom management triggered moderate anxiety, and teaching context and health factors provoked the highest. Female lecturers experienced greater health-related anxiety due to prolonged screen time. Education lecturers reported lower anxiety than science lecturers, whose laboratory-based content was harder to adapt to online teaching.Originality/valueLecturers' online teaching anxiety stemmed from six factors: digital literacy, teaching context, teaching methods, class management, health and personal matters. Institutional and social support have been identified as crucial for improving well-being and reducing anxiety.

PurposeThis study examined the relationship between levels of digital literacy and the online learning motivation (OLM) of teacher trainees across various factors.Design/methodology/approachThis investigation utilized a quantitative research approach. The sample was selected through a purposive method and consisted of 485 teacher trainees from the School of Education at Bangladesh Open University (BOU). Participants' digital literacy and OLM were assessed using validated five-point Likert scale questionnaires, consisting of 17 items for digital literacy and six items for OLM. The collection of data was conducted via a cross-sectional survey. Descriptive analysis, Cronbach’s alpha, exploratory factor analysis, t-test and ANOVA were employed for the purpose of data analysis.FindingsThe findings demonstrated that teacher trainees possessed sufficient digital literacy and OLM concerning the specified variables. Furthermore, there was a significant correlation between digital literacy and OLM. BOU can evaluate all of these findings to make a rational decision regarding the development of its teacher education programs.Originality/valueThis exploratory study has yielded significant insights into the demographic characteristics, computer and internet skills, virtual learning skills and OLM of teacher trainees, thereby enhancing the existing body of knowledge in this field.

PurposeThis paper explores the effectiveness of using Telegram Messenger as a tool to enhance argumentative writing skills among open and distance learning (ODL) students. The paper outlines that argumentative writing is a crucial skill, particularly in written discourse, and that teaching it to ODL students presents unique challenges compared to traditional classroom settings.Design/methodology/approachThis quasi-experimental study was conducted on first-year ODL students in a Malaysian tertiary institution to measure the effectiveness of using Telegram Messenger to improve argumentative writing skills. The study used convenient sampling, with pre- and post-tests administered to both control and experimental groups, and the results were analyzed using paired sample t-tests. Additionally, qualitative data were gathered from six selected students, ensuring rigorous analysis and elimination of confounding variables by assigning the same writing tasks to all participants.FindingsThe findings of this paper suggest that students in the experimental group showed significant improvement in their argumentative writing skills, as evidenced by higher post-test scores compared to the control group. Qualitative feedback from selected students indicated that Telegram Messenger encouraged participation and made the writing process more engaging and interactive.Research limitations/implicationsThe study involved a relatively small sample size of 60 students from two cases and lasted only 10 weeks. Thus, the findings might not be generalizable to all ODL students. A longer study duration will provide findings on the long-term effects of using Telegram Messenger on argumentative writing skills. Factors such as age, educational background, language proficiency and prior experience in online learning could yield different results.Practical implicationsFor educators and institutions involved in online education, this research highlights the potential of integrating digital platforms like Telegram Messenger into their teaching strategies to enhance student engagement and learning outcomes, particularly in areas such as writing skills development. It also underscores the importance of adapting teaching methods to suit the unique needs and challenges of ODL students. Moreover, incorporating Telegram in ODL writing classrooms can foster a dynamic, interactive environment that supports both individual and collaborative learning.Social implicationsODL has become increasingly popular, especially with the rise of digital communication platforms. This study delves into how such platforms, like Telegram Messenger, can be utilized to enhance the learning experience for ODL students. By leveraging technology, educational opportunities can potentially be extended to individuals who may not have access to traditional classroom settings due to geographical, financial or other constraints.Originality/valueThe originality and value of this study lie in its focus on using Telegram Messenger, a widely accessible and familiar digital platform, to address the unique challenges ODL students face in developing argumentative writing skills in ODL. By employing a quasi-experimental design with both quantitative and qualitative analyses, the study provides robust evidence of Telegram’s effectiveness as a tool to improve engagement and writing outcomes, distinguishing it from traditional methods and other digital platforms that may lack the immediacy or interactivity Telegram offers.

PurposeIn the open and distance learning (ODL) system, widely scattered learners across various age groups often feel isolated. New-age media-enabled co-creation can help reduce this isolation. However, fostering collaborative academic engagement to break this isolation presents challenges for ODL institutions. Therefore, understanding the perceptions of the ODL teachers and learners on this issue is essential.Design/methodology/approachThe study adopted the triangulation method, collecting primary data from 198 learners at Krishna Kanta Handiqui State Open University (KKHSOU). A focus group discussion with members of the academic staff provided qualitative insights. The instrument consisted of 23 statement items and was statistically analyzed using factor analysis, one-way ANOVA and Tukey post-hoc tests with SPSS version 26.0.FindingsCollaborative academic engagements were found to be significantly influenced by differences in the perceptions of learners across age groups towards the academic delivery process and new-age media platforms. Various dimensions like learner genuineness and effectiveness of support services also have implications for reducing isolation.Originality/valueThis study opens new avenues in the literature on co-creation and new-age media platforms in the context of ODL. This provides useful insights to educators on breaking isolation among the learners and involves them in the academic processes. The human approach as always will remain enduring.

PurposeThe purpose of this paper is to propose the need for an integrated system for the production, authoring, addition and revision of webcast content and a multi-device apps mechanism with rights management for Internet transmission in the perspective of the OUJ course reuse.Design/methodology/approachThis paper designs systems that reuse the existing OUJ courses from the viewpoint of effective utilization, combine broadcasting lectures and online lectures of the OUJ courses and seamlessly link them as media-mix contents. In contrast to content development methodologies that assume embedded content production, this paper’s methodology takes an approach to producing and authoring webcasting content, flexibly adding and revising the content and transmitting that content over the internet via multi-device apps, taking rights management into account.FindingsThere is concern about the ELSI arising from the use of generative AI. It is directed at web content. This paper can contribute to resolving the ELSI surrounding the use of generative AI because it discusses a method of learning content development that clarifies the attribution of rights to content.Originality/valueThe originality of this paper lies in the fact that it is oriented to reuse existing lectures of the OUJ courses and simplify the rights clearance for them, from the perspective of the learning ecosystem. The value of this paper is that it can also serve as a technical and legal response to the production, authoring and Internet transmission of open university courses in the era of generative AI.