Distance Learning Environment Research Articles

Project GOALS: Enhancing Student Learning Using Improved Monitoring Tool in Modular Distance Learning

This study purposefully focused on the use of improved monitoring tool to enhance students learning in modular distance education. The researchers used quantitative methods to compare the level of student learning in the third quarter and fourth quarter using academic grades, such as descriptive statistics, and the paired t-test to determine the significant difference of the performances. The one hundred ninety-two (192) students were chosen using the purposive sampling technique. The results showed that the learners' scores after using the enhanced monitoring tool were higher than their scores prior to the program's implementation, with the learners the learners obtained an average grade of 86.31 (SD = 5.640) while in in the fourth quarter, learners obtained an average of 87.92 (SD = 5.619). The difference was found to be significant with a P-value of 0.0001, which is significant at p > 0.05. In this sense, the improvement in scores was tested significant, and there was enough evidence to claim that the enhanced monitoring tool had a significant influence on students' performance. The study was confined to evaluating the effectiveness of an improved monitoring tool of grade 12 students' learning through modular distance learning at Gen. Emilio Aguinaldo - Bailen Integrated School during the academic year 2021-2022. This study would help teachers better understand the importance of monitoring tools for students’ progress. It can be a good reference in school to monitor a modular distance learning environment, where students may not have the same opportunities for in-person interaction with their teachers.

Conceptualization of student support by university support staff in an open distance e-learning environment

Student support is seen as a necessity to better students’ progress. For students to succeed when studying at a distance, they need a great deal of support to adjust to the institution of higher learning. Independence theory was used as a lens to understand the role of student support staff in providing services to students. A qualitative case study was employed with a purposive sample of sixteen support staff to explore the role of regional academic coordinators, counsellors, centre managers and librarians, referred to as support staff, in supporting students in an open distance e-learning institution and also to determine their understanding of student support. The results reveal that most of the support staff members were aware of their role in contributing to student success in the institution. They indicated that there is a gap between academics and professional staff where a referral system is lacking to fully support and trace students needing support. Support staff seemed to lack marketing skills to inform and attract students to utilize the services. The results further reveal a lack of technological skills among some of the support staff to facilitate online services for students. The study recommends collaboration among all role players in the institution in order to give holistic support to students and to be trained in technological skills to assist students online.

Online-Distance Instruction: Impact on the English Language Learning

Using a qualitative-quantitative research design, this study evaluated the influence of online- distance instruction (ODI) on the English language acquisition of college students amidst the Covid-19 pandemic at Partido State University, Camarines Sur, Philippines. The study specifically examined the effects of ODI on college students' performance in terms of: attendance, punctuality, required English language skills and competencies. Furthermore, it analyzed the students' proficiency in English through online-distance learning in the areas of: writing, grammar proficiency, oral communication, study techniques, presentation abilities, and research skills. The study also investigated the students' attitudes towards English language education in the context of online and distance learning. Ultimately, it proposed effective teaching methodologies to enhance students' English language performance in online- distance learning environments of 165 college student- participants. The findings indicate that the impact of online-distance instruction on college students' performance in terms of attendance, punctuality, and required skills and competencies is influenced by various challenges faced by the students. The students' performance in English through online-distance learning is significantly affected by the nature of online and distance learning itself. Moreover, the study revealed that students' attitudes towards English language education in online and distance learning settings are less favorable compared to traditional face-to-face instruction. To enhance students' English language performance in online-distance learning, the study recommends the implementation of three key teaching strategies: lecture method, laboratory method, and cooperative learning. These strategies are deemed beneficial for addressing the needs of student-respondents, particularly in the context of a pandemic in developing countries like the Philippines.

Parental role and responsibilities in preschool distance learning environment

This study explored the lived experiences of parents in the home schooling of their preschool children during the Covid-19 pandemic. It focused on the parental roles and responsibilities as parent-teachers, and the support they received from the school. Purposive sampling was used in this qualitative study in order to choose participants who had firsthand experience with preschool distance learning during the pandemic. Twenty parents from a range of socioeconomic backgrounds made up the sample, ensuring a thorough comprehension of diverse viewpoints. Based on the findings, parents played an active role in the learning process during the distance learning approach, facilitating and guiding their children through the modular lessons. To promote children’s safe attachment, social-emotional competence, and cognitive development, they were expected to exhibit more positive emotions and greater levels of professional competence while doing remote learning. On the other hand, parents encountered variety of difficulties with distance learning, including the virtual environment, instruction delivery, unsatisfactory learning outcomes, challenges with the use and accessibility of technology, personal issues with health, stress, and their child’s learning style. To ensure parents receive the resources they need, there must be strong collaboration and open communication between the school and parents. The results imply that planning for blended learning models in the long run should assist and ready parents to work as co-teachers.

AI and the Future of Teaching: Preservice Teachers’ Reflections on the Use of Artificial Intelligence in Open and Distributed Learning

The rapid advancement of artificial intelligence (AI) in education underscores transformative prospects for open and distributed learning, encompassing distance, hybrid, and blended learning environments. This qualitative study, grounded in narrative inquiry, investigates the experiences and perceptions of 141 preservice teachers engaged with AI, mainly through ChatGPT, over a 3-week implementation on Zoom to understand its influence on their evolving professional identities and instructional methodologies. Employing Strauss and Corbin’s methodological approach of open, axial, and selective coding to analyze reflective narratives, the study unveils significant themes that underscore the dual nature of AI in education. Key findings reveal ChatGPT’s role in enhancing educational effectiveness and accessibility while raising ethical concerns regarding academic integrity and balanced usage. Specifically, ChatGPT was found to empower personalized learning and streamline procedures, yet challenges involving information accuracy and data security remained. The study significantly contributes to teacher education discourse by revealing AI’s complex educational impacts, highlighting an urgent need for comprehensive ethical AI literacy in teacher training curricula. However, critical ethical considerations and practical challenges involving academic integrity, information accuracy, and balanced AI use are also brought to light. The research also spotlights the need for responsible AI implementation in open and distributed learning to optimize educational outcomes while addressing potential risks. The study’s insights advocate for future-focused AI literacy frameworks that integrate technological adeptness with ethical considerations, preparing teacher candidates for an intelligent digital educational landscape.

Navigating the Evolving Landscape of Distance Education: Pivotal Challenges Faced by the Educators and Strategic Solutions

This research study seeks to investigate the challenges encountered by the educators within the scope of distance education, particularly in response to the rapidly evolving educational and instructional technologies of the 21st century. Employing qualitative methodologies, specifically a comprehensive literature review and document analysis as a research method, the research identifies the critical issues the educators face in distance learning environments. The findings of this research indicate that prominent challenges include difficulties in classroom management, the diminished leadership role of the educators, and insufficient communication between the educators and students. In addition, the integration of information and communication technologies (ICT), coupled with the students’ reluctance to engage in lessons, decreased motivation, and challenges in fostering socialization and participation, emerges as significant concerns. Further, the issues such as a lack of educator-student eye contact, an over-dependence on technology among the students, and problems related to the Internet connectivity and infrastructure are also highlighted. The study also reveals secondary, yet important, challenges regarding the online course software and the inadequacy of the course materials in distance education. Based on these findings, this research aims to elucidate the obstacles faced by the educators in distance education environments, offering a comprehensive set of solutions and recommendations. This research article ultimately seeks to contribute to the ongoing academic discourse on distance education, providing valuable insights for future pedagogical strategies and technological implementations.

How smartphone addiction disrupts the positive relationship between self-regulation, self-efficacy and student engagement in distance education

Given that students maintain a continuous connection with their smartphones in their daily lives and rely on them for participating in distance education, it becomes imperative to explore the factors associated with student engagement, considering the mediating role of smartphone addiction in distance education programs. Although extensive research has been carried out on smartphone addiction, very little is known about it in the context of distance education. This study aims to explore the relationship between student engagement, smartphone addiction, self-regulation, and self-efficacy among distance education students in online learning environments. This cross-sectional study was conducted in Türkiye. Data were collected via an online questionnaire from 1514 university students (n = 842 females, n = 672 males; Mage = 33.11, SD = 10.09) enrolled in various distance education programs in Turkey, specifically those undertaking synchronous online courses, through an online questionnaire distributed via e-mail. Path analysis modelling was used to test the hypothesised model. Maximum Likelihood Estimation was used as a method for estimating parameters in path analysis. The findings of this study indicate that self-regulation had a positive impact on student engagement, while smartphone addiction had a negative influence. Importantly, smartphone addiction acted as a mediating factor, weakening the relationship between self-regulation and student engagement. No significant correlation was found between general self-efficacy and smartphone addiction. These results highlight the significance of interventions focusing on self-regulation skills and promoting healthy digital habits to enhance student engagement and addressing smartphone addiction is crucial for enhancing student engagement in distance learning environments.

Technology Competence, Self-Efficacy, and Attitude Towards Online Distance Learning by Nurse Educators during Disruptive Times: A Concurrent Triangulation

The unprecedented emergence of COVID-19 pandemic affected the world in a multi- dimensional impact on society. The abrupt imposition of online learning was realized accompanied by sudden changes from classroom attendance to home study using online technology. Several studies found out that attitudes towards online distance learning, technological competence, and self-efficacy are significant factors to be considered in an online distance learning by nurse educators teaching in the Bachelor of Science in Nursing program. Moreover, authorities firmly suggested that these variables are believed to be influential to nurse educators in relation to their performances in the new educational system. This study aimed to analyze the path relationships of nurse educators’ technology competency, self- efficacy, and attitude towards online distance learning during disruptive times. Concurrent triangulation method was used particularly path analysis and Hermeneutical inquiry. A total of 97 nurse educators from the three Colleges of Nursing were included and 8 participants for the qualitative inquiry. Results showed that nurse educators have favourable attitude, high technology competence, and have a reasonable amount of self-efficacy. Structural Model Equation (SEM) reveals that technology competence significantly mediates the relationship between attitude towards online distance learning and self-efficacy. Furthermore, seven major metaphoric themes were identified – A chief complaint of Doubt and Uncertainty, Coding for Triage, Stat Mydriatics for Opening the Lens of Eyesight in Viewing the Reality, Heightened Alert of Activation Response for Brain Stimulation, and Precising an Insertion Guided with Confidence Through a Stylet, A Dose of Potentiating Meds for Synergistic Effect, and lastly Activating 9-1-1 for Cyber Rescue. Conclusively, technological competence has a mediating role in relation to self-efficacy and attitude towards online distance learning. This result implies that nurse educators must prioritize technology competence prior to their performance in an online distance learning environment.

Future of Undergraduate Education for Sustainable Development Goals: Impact of Perceived Flexibility and Attitudes on Self-Regulated Online Learning

The COVID-19 pandemic accelerated the adoption of online learning, particularly in higher education institutions. This shift underscores the importance of sustainable education practices aligned with the United Nations’ Sustainable Development Goals (SDGs). SDG 4 emphasizes inclusive and equitable quality education, highlighting how online learning environments can enhance accessibility and flexibility for students worldwide. SDG 9 underscores the role of technological advancements in education. SDG 10 focuses on reducing inequality within and among countries, and online education can bridge educational disparities by offering flexible learning options to diverse socioeconomic backgrounds. SDG 17 emphasizes the importance of partnerships, which have been crucial in developing effective online learning solutions. This study investigates the relationship between undergraduate students’ self-regulated online learning, perceived flexibility, and attitudes towards the use of distance learning environments at a state university in İzmir, Türkiye. Utilizing a survey-type correlational research model, data were collected from 300 undergraduate students. The results indicate that undergraduate students exhibit high-level self-regulation, perceive moderate flexibility, and hold positive attitudes towards the use of distance learning environments. The analysis showed that self-regulated online learning is moderately correlated with perceived flexibility and strongly correlated with attitudes towards the use of distance learning environments. These findings suggest that both perceived flexibility and positive attitudes towards the use of distance learning environments play important roles in predicting self-regulated online learning. This research provides valuable insights for educators and institutions aiming to enhance the online learning experience by promoting self-regulated learning behaviors and flexible learning environments.

ADVANCING PERSONALISED LEARNING IN DISTANCE EDUCATION AT THE UNIVERSITY OF BUEA: A PATH FORWARD FOR A MASTERS PROGRAMME IN NURSERY AND PRIMARY EDUCATION

The realm of nursery and primary education in Cameroon has witnessed the introduction of novel curricula aimed at fostering competencies among learners, particularly accentuating Science, Technology, Engineering, and Mathematics (STEM) education. This paradigm shift underscores the pressing demand for educator’s adept at navigating and fully leveraging these curricular frameworks to facilitate the acquisition of knowledge, skills, and attitudes requisite for the learners' holistic development. Concurrently, the enactment of the National Development Strategy 2020-2030 (NDS30), geared towards propelling Cameroon towards emergent status by 2035, serves as a resounding call for concerted efforts across all sectors, including education, to realise the stipulated objectives. Consequently, there is an urgent imperative for a cadre of high-calibre educators equipped with the specific knowledge, skills, and competencies necessary to yield the desired educational outcomes. Such educator proficiency can only be cultivated through rigorous professional programmes that address contemporary challenges and foster avenues for lifelong learning. It is well-established that higher levels of education are intricately linked with elevated pedagogic standards (Howes et al., 2003; Siraj-Blatchford, 2010). In alignment with this premise, the Faculty of Education at the University of Buea has devised a master's programme in nursery and primary education employing a blended learning model, encompassing both face-to-face and online learning modalities. Nonetheless, to provide truly tailored educational experiences catering to the diverse talents, interests, and needs of each learner, a personalised learning approach is indispensable. The creation of a personalised distance learning environment holds paramount significance, particularly in light of the burgeoning prominence and acceptance of personalised learning within higher education circles. This initiative furnishes a roadmap for transitioning from conventional face-to-face instruction to online learning through the lens of personalised learning principles.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0736/a.php" alt="Hit counter" /></p>

Adoption of Augmented Reality in Distance Education: A Scoping Review

Augmented Reality (AR) has garnered significant attention in the field of education over the last two decades, with data indicating that it improves the effectiveness of teaching and learning in a variety of academic environments. There is, however, the absence of a framework that can guide the institution-wide adoption of AR in distance education. Distance Education (DE) has always been linked to advances in (educational) technology in terms of facilitating the transactional distance between providing institutions and learners, supporting them both synchronously and asynchronously, and providing educators with tools to improve pedagogy and resource utilisation. However, it is unclear why AR has yet to be institutionalised in distance and distributed learning environments. A scoping review was done to identify the enabling conditions for implementing AR in DE, and the results were deductively analysed. While the scoping review results did not reveal any frameworks or models that could guide the implementation of AR, it pointed out several factors to consider when adopting AR in a distance learning environment.

Exploring Simulation for Immersive Learning Experiences in the Digital, Open, and Distance Classroom

Simulation-based learning has the potential to foster a transformative learning culture within the Open and Distance Learning (ODL) environment. This report is based on a research project, integrating a simulation into a digital ODL classroom, conducted in Wawasan Open University, an ODL university in Malaysia. The report highlights how a simulation can be valuable to ODL students as an effective learning tool and by creating an immersive learning experience for the students.

Incorporating specific sambo exercises into distance learning for high school students aged 15-16

Background and Study Aim. The military situation in Ukraine necessitates a revision of the school class organization system. Proximity to the military contact line forces schools to switch to online learning. Additionally, there is a decrease in physical activity among school students. In these conditions, it is important to explore the effectiveness of using specific sambo exercises to develop physical qualities in high school students during distance learning. The aim of the study is to determine the effectiveness of such application of sambo exercises for the development of physical qualities in high school students in a distance learning format. Materias and Methods. The study involved tenth-grade students (n=15), aged 15-16 years. Data collection was conducted through surveys using Google Forms and testing to determine physical quality indicators. The experiment lasted for 8 weeks (with sessions three times a week), during which specific sambo exercises were applied in a remote format during physical education lessons. Results. The study results showed that 80% of the students were interested in implementing a new module - sambo - in physical education lessons. Correlational links were established between the results of the exercises and indicators of strength, flexibility, and coordination. Moreover, there was a significant improvement in the test results for coordination, flexibility, and strength, averaging 20%. Conclusions. The study results indicate significant interest among high school students in implementing specific sambo exercises in a distance learning environment. This is confirmed by the high percentage of students who expressed a desire to practice sambo during physical education lessons.

Espace européen de l’éducation : renforcer la recherche en pédagogie universitaire pour aller à la quête d’environnements informatiques et de pratiques éducatives novatrices

In the digital age, technological developments have emerged, which have prompted researchers and education practitioners to readapt to the new digital context. Research in university pedagogy has been extensive, with the aim of inserting this new digital culture into recent reforms. Computer systems accompanied by technological devices have been put into effect in order to demonstrate pedagogical innovation through the use of pioneering educational practices. According to the strategic framework of the European Education Area, the Member States of the European Union must set new objectives based not only on the strengthening of the means of strategic cooperation and synergies, in particular the European Research Area and the Bologna Process, but also on the setting of objectives and indicators of progress towards the achievement of the European Education Area. While taking into account the renewal of the university context in terms of education and training in the European area, it would be interesting to focus on the essential contribution of the Francophone University Agency (AUF) in the renewal of university pedagogy and training. Then digital pedagogical innovation (DPI) is carried out through networks and online computer systems. Finally, given the internationalization and digitalization of education, innovative pedagogical practices have emerged in the higher cycle. The implementation of learning management systems, whether in a blended learning model environment or in an open and distance learning environment, plays an essential role at the personal level in the development of learning strategies, but also at the collective level in the cultivation of professional competences.

Analysis of the effectiveness of the methodology for designing a cloud-oriented distance learning environment for biology in informal education conditions

The article contains an analysis of research on the design of a cloud-oriented environment for distance learning of biology, teachers' experience in designing cloud-oriented environments contributes to the development of distance learning forms in general secondary education institutions and the widespread implementation of electronic tools in educational practice. When organizing distance learning in natural sciences, it is necessary to take into account the platform's capabilities and services for developing students' natural-science thinking, conducting observations, laboratory and practical experiments, implementing experimental tasks. The combination of cloud services and methods of distance learning in biology allows visualization of biological processes, the research-oriented nature of activities, organizing research projects on a single platform, using media resources, interactive simulators, integrating virtual content with the physical environment, and using programs for quality knowledge monitoring. The aim of the study is to develop a methodology for teachers to design a cloud-oriented educational environment for distance learning of biology for students in informal education conditions, testing its effectiveness based on the results of evaluation using a factor-criterion model, and developing recommendations for improving the qualifications of teachers in designing cloud-oriented environments in informal education conditions. Theoretical and empirical methods were applied to achieve the set goal, involving the study of previous research in the field of designing distance educational environments and the integration of cloud services into the educational process. Mathematical statistical methods were used to analyze the results of the survey of teachers from the focus group. The effectiveness of the developed methodology was tested using a factor-criterion model, which includes four factors: organizational, methodological, procedural, and content. Expert assessment of the effectiveness of the methodology revealed that the effectiveness of designing a cloud-oriented environment for distance learning of biology by biology teachers in general secondary education institutions, who participated in the focus group, is 0.79, indicating a high level

Motivational shifts when moving from face-to-face to distance learning

ABSTRACT When the COVID-19 pandemic began, science instruction in many countries, including Israel, shifted from face-to-face (F2F) instruction to distance learning (DL). DL made new professional demands on the teachers, who were largely unaccustomed to teaching in this environment. Using goal orientation theory and the TARGETS framework, this study investigated shifts in Israeli junior high school students’ science motivation, their perceptions of their science teachers’ motivational practices, and the relations between them, shifts that were associated with the transition from F2F instruction to DL. We surveyed (n = 137) and interviewed (n = 11) students who learned with the same six science teachers before (F2F instruction) and after (DL) the pandemic began. A significant drop in students’ science motivation was identified when they compared their motivation during F2F instruction to that during DL. Several changes to the students’ perceptions of their science teachers’ motivational practices in the Task, Autonomy/Authority and Time dimensions of TARGETS were identified as possible antecedents to the decline in the students’ science motivation. Recommendations are made regarding motivational practices that may support students’ science motivation, in both F2F and DL environments.

The Impact of the COVID-19 Pandemic in the Inclusion of Refugee Students in Greek Schools: Pre-Service Teachers’ Views about Distance Learning

Over the last two years, the prolonged massive school closure due to COVID-19 has provoked significant constraints for refugee children. The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece. The results showed that the prevalence of distance education affected pre-service teachers’ perceptions. The access to devices with internet capability as well as the cultural barriers was considered to be crucial factors for the school attendance of refugee children. Participants’ perceptions of the level of teacher preparation in a distance learning environment were related to their level of self-efficacy for supporting refugee students. The findings suggest that in the aftermath of COVID-19 pandemic, the international community should make efforts to ensure the school attendance of all refugee students.

New Media and Self-directed Learning: Enhancing Pedagogical Transformation in an Open Distance Learning Landscape

In essence, open educational resources (OERs) are transforming the education landscape in many different fields. They are swiftly becoming important elements in support of open educational practices and the open education movement. Modern technological innovations permeate every aspect of life, and higher education is no exception. This study investigated the types and pedagogical value of the new media that academics have adopted to promote self-directed learning at the University of South Africa (Unisa). To realise the aim of the study, the following questions were addressed: Which new media approaches have academics adopted to enhance self-directed learning? What is the pedagogical value of using new media in an open and distance learning environment? The study was informed by the Unified Theory of Acceptance and Use of Technology. A qualitative approach was employed, and data were collected through face-to-face interviews with 30 purposively selected Unisa academics from across different schools. Upon analysing the data using open and axial coding, dominant themes from the discussions were identified and discussed in detail. The findings revealed that various new media platforms, such as OERs, blogs, Camtasia Studio, Google Docs, and so forth, are used to promote self-directed learning at Unisa and have proven to be pivotal in opening avenues of communication and collapsing the transactional distance at this ODL institution. New media thus serve as strong catalysts for fostering pedagogical transformation.

Foreword

As technology advances, there are growing arguments about artificial intelligence, which is still controversial, with both welcome and pessimistic views regarding its role in the future of human life. What was revealed about the development of artificial intelligence is considered very simple in the eyes of specialists and observers, especially in areas that have not been explored, and this constitutes a source of fear for many. The vast leaps witnessed in recent years in the field of artificial intelligence have become a source of anxiety for most people, especially those working in institutions and industrial facilities, even though this anxiety stems from losing their jobs and replacing them with robots. This concern came from statements that the next two decades will witness the introduction of vast quantities of robots to the market. OpenAI was initially established in 2015 by Sam Altman, Elon Musk, and others to advance digital intelligence. On November 30, 2022, OpenAI released ChatGPT (Generative Pre-trained Transformer. ChatGPT uses a large language model to provide users with quick and reliable answers and give enough information about most of the topics. Furthermore, ChatGPT allows users to have more in-depth conversations. The concern about the impact role of ChatGPT on educational and social institutions has led to some reactions from academic institutions, and school districts were hasty and took action to block artificial intelligence platforms from schools, which they quickly retracted in the aftermath. On the other hand, some scholarly academic journals, including our Arab World English Journal, have announced guidelines for article authors. Authors must disclose the use of generative AI and AI-assisted technologies in the writing process. While we are editing the final draft of this volume (April 2024), OpenAI CEO Sam Altman announced in a statement that OpenAI has opened its first office in Asia, Japan, and is providing a GPT-4 custom for the Japanese language; it is three times faster its predecessor. OpenAI aims to expand ChatGPT’s global presence. After releasing ChatGPT, which is backed by Microsoft, OpenAI has emerged as a leading company in the history of computing. In this special issue, we addressed the impact of ChatGPT and AI-assisted technologies, an essential topic that will constitute the main features of education and publications in the twenty-first century. The issue contains 21 articles from eight countries (China, Kuwait, Iraq, Oman, Malaysia, Morocco, Saudi Arabia, and Ukraine). It covers a broad spectrum of related topics: Academic writing, the pedagogical potential of infinigoChatIC, Grammar Teaching and Learning in EFL Classes, English Language Proficiency in EFL Classrooms, Grammar Teaching and Learning in EFL Classes, EFL Essay Writing, Distance Learning Environment, Evaluation of the Translation, Improve the Research Writing Process, Role of Artificial Intelligence in Education, Language Learners’ Critical Thinking, Naruto Fan Fiction Writing, and the Impact of ChatGPT on Future Academics. We seize this opportunity to extend our heartfelt thanks to the authors who have shared their research with our Arab World English journal. We anticipate that the articles in this volume will attract a diverse readership and deepen our understanding of ChatGPT’s role in learning and teaching and its associated challenges. We also hope these papers will provide a thought-provoking perspective for faculty members and students to consider ChatGPT’s impact on writing and related assignments.

Integration of AI into the Distance Learning Environment: Enhancing Soft Skills

Soft skills have become increasingly essential for success in the modern world, especially in the labor market, where employers value employees’ social and communication skills. Online education, which is an integral part of the educational process in Ukraine, is adjusting to the development of students’ soft skills. Integrating artificial intelligence tools into English language learning is becoming a new direction in soft skills development. This approach opens up new teaching strategies that make learning more effective, engaging, and innovative. While learning English, students develop communication, creativity, and critical thinking skills, which contribute to their educational process and prepare the foundation for employment. The study aims to 1) evaluate the impact of artificial intelligence on the development of students’ soft skills in online learning; 2) identify the most essential soft skills for their effective learning and future employment based on a student survey; 3) develop criteria for an online course using artificial intelligence and outline strategies for integrating the ChatGPT tool into distance learning English classes. To achieve the objectives of our study, we developed and processed a questionnaire, collected quantitative data, and analyzed and interpreted qualitative data; the study sample included 304 students. The questionnaire results showed a generally positive attitude of students towards using artificial intelligence in English for Specific Purposes courses. They opened up prospects for introducing an online course in the English for Specific Purposes program and further research, including an experiment with the introduction of this online course.