Distance Learning Environment Research Articles

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.

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.

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

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.

Developing a Model for a Distance Learning Environment to Confront Crises and Disasters

The current era is characterized by many accelerating events that directly affect education, most of which have a negative impact. Natural disasters, epidemics, wars, and other events are among these events. In recent years, the world has witnessed the COVID-19 pandemic, which has made it clear beyond doubt that institutions' educational systems were not prepared with alternative educational systems to confront such disasters, and thus, education was greatly affected, the effects of which are still present today. Therefore, it is necessary to prepare for such events by designing and developing electronic learning environments through which learning can be transferred safely and effectively. Such environments are comprehensive and self-sufficient to transfer learning in its three aspects: cognitive, skill, and psychological aspects of the learner. Considering this, the current research was interested in designing a model for an e-learning environment for distance learning that provides everything the learners may need. It includes scientific and health knowledge, mental and physical exercise, and educational platforms for interaction. This is considering a survey study of students at Ain Shams University, one of the largest universities in Egypt, in several faculties to determine the extent of the shortcomings in the electronic platforms used during and after the COVID-19 pandemic as an example of one of the most dangerous disasters that the world has witnessed in contemporary times, which directly affected education in all educational institutions. The results revealed a clear need for improvement in these platforms regarding general design, communication tools, strategies, educational activities, and feedback. Hence, there is an inevitable need to develop a model for an e-learning environment for distance education that can be used effectively to transfer learning, especially in crises, disasters, and epidemics.

Techno-anxiety and techno-satisfaction during the COVID-19 pandemic: the case of special education teachers

The objective of this study was to assess the levels of techno-anxiety and techno-satisfaction that special education teachers in Saudi Arabia experienced during the COVID-19 pandemic. We used a survey to gather data from 286 teachers of students with special needs across from early intervention to secondary school (5–18 years) the Kingdom, and we interviewed 23 teachers (3 early intervention, 13 primary, 2 intermediate, 5 secondary). Quantitative analysis was employed to analyze the survey responses, while qualitative thematic analysis was used for the interview data. The findings showed that the teachers experienced moderate levels of anxiety (a mean of 2.33 out of 4). On the other hand, the teachers expressed satisfaction (a mean of 2.98 of 4) with the distance learning system they used. The study highlights the benefits and challenges associated with implementing distance learning for students with special needs. These findings could help inform the design of distance learning environments and identify the factors that influence teachers’ feelings of anxiety or satisfaction during the implementation of distance learning. Additionally, the study’s results could encourage parents of students with special needs to foster improved collaboration and cooperation with teachers.

Experiences of Part-time Primary School Teachers Studying in One University in Lesotho

This study explored the experiences of part-time students at a university in Lesotho, aiming to comprehensively examine both the challenges and opportunities that come with this mode of study. Moore’s Theory of Transactional Distance was used as the theoretical framework as it is relevant in understanding the dynamics between educational structure, dialogic interactions, and the psychological and communication gap in distance learning environments. Additionally, semi-structured interviews were conducted with twelve participants, evenly distributed across the first-year to third-year level, with four students representing each academic year of study. The researchers employed the Google Meet video conferencing platform to collect data from the participants. All interviews were recorded, and subsequently, the collected data were transcribed and subjected to thematic analysis. The findings revealed that the challenges outweigh the opportunities presented by part-time study. Although some coordinators and lecturers provided psychosocial support, students reported challenges such as feeling isolated and discriminated against, lack of time management, financial constraints, and infrastructural limitations, among others. The study recommends that financial aid programs, grants, and scholarships should be designed specifically for part-time students to make higher education more accessible to them. Additionally, flexible payment options should be made available to accommodate various financial circumstances, easing the anxiety that financial constraints impose. Lastly, institutions should take proactive measures to create a more inclusive and respectful campus environment.

Relationships between online self-regulation skills, satisfaction, and perceived learning among distance education learners

Distance Learning or Distance Education is one of the approaches of education to connect learners and educators or instructors with geographical barriers by using technologies. The nexus between learners’ online self-regulation skills, satisfaction and perceived learning continues to be an ongoing debate in distance education for developing countries. No study has looked at the relationships between online self-regulation skills, satisfaction, and perceived learning among postgraduate distance education learners in Ghana. This study purposed to identify the connections between self-regulation skills, learner satisfaction, and learning perceptions. The survey included a total of 1142 postgraduate distance education learners. The structural linkages were investigated using structural equation modelling analysis. The fit index values obtained from the analysis were X2/df = 2.60, CFI = 0.92, TLI = 0.91, and RMSEA = 0.059, all of which were satisfactory. Learners' online self-regulation skills are thought to be a predictor of their satisfaction. Also, learners' online self-regulation skills are recognised as a predictor of their perceived learning. Learners' satisfaction with the online distance learning setting or environment is considered a strong indicator of perceived learning.

Developing a toolkit for teaching sensitive topics at a distance learning university

A growing proportion of UK university students are affected by poor mental health, which is associated with lower grades and completion rates (Thorley, 2017). This is a particular concern for educators in distance learning environments, where mental health issues are disclosed at a higher rate (Lister, Seale and Douce, 2023), and for those teaching sensitive topics which have the capacity to evoke an emotional response (Kim et al., 2020). This article reviews the development of an innovative project to address these concerns at The Open University, a large distance learning provider in the UK. The project began in 2019 as a workshop for psychology and counselling tutors before evolving into a scholarship project which produced a toolkit for teaching sensitive topics. Since its launch in May 2020, the toolkit has been accessed by over 1100 staff members at the university. The article includes an outline of the toolkit's contents, critically reviews its development, and presents feedback from users. The article concludes with plans for the expansion of the toolkit into a large-scale, publicly available resource for educators at other further and higher education institutions.

Reimagining Postgraduate Supervision: Fostering Inclusivity and Support for Students at-risk in Open and Distance Learning Environments

This qualitative study involves six lecturers who have supervised students with disabilities. Participants were purposively selected and interviewed telephonically using semi-structured interviews. The study adopted a thematic data analysis approach to identify patterns in supervision experiences. The paper problematises a deficit approach that is dominantly adopted to identify and design programmes and manage students-at-risk. The analysis of the supervision of postgraduate students-at-risk is framed within the Humanising pedagogy which advances the accommodation of students’ unique needs to develop their capacities for success. This theoretical framework is not adopted much in the open and distance learning context at postgraduate level and the use of supervisors’ insights adds new knowledge to the field that is dominated by students’ experiences. The study established that students do not communicate their disabilities to supervisors timely for early intervention, supervisors are responsive to students’ challenges which include difficulties in academic writing and limited access to research resources and technologies, and supervisors experience systemic challenges in acquiring assistive technology for students with disabilities. This study proposes a humanised supervision model that advances disability inclusivity.

Pharmacy Students' Attitudes Toward Distance Learning After the COVID-19 Pandemic: Cross-Sectional Study From Saudi Arabia.

Electronic learning refers to the use of assistive tools in offline and distance learning environments. It allows students to access learning tools and materials anytime and anywhere. However, distance learning courses depend on several factors that affect the quality of learning, which consequently affect students' preferences in the settings and tools used to deliver educational materials. This study aimed to evaluate students' preferences for continuing distance learning after the pandemic and to assess the distance educational environment after the pandemic. It also aimed to identify the factors affecting distance learning and evaluate students' preferences regarding modes of communication with instructors. A web-based survey was used to conduct this cross-sectional study. The target participants of this study were students in the doctor of pharmacy program at Unaizah College of Pharmacy, Qassim, Saudi Arabia. All students enrolled from December 2022 to January 2023 received an invitation with a link to the web-based survey. The survey was completed by 141 students (58 female students and 83 male students). The research results showed that most students (102/141, 72.3%) did not wish to continue distance education for laboratory courses, and 60.3% (85/141) did not wish to continue taking distance team-based learning after the pandemic. Additionally, 83.7% (118/141) of the students indicated that distance courses were simple. More than half of the participants (79/141, 56%) stated that having a camera on during class negatively impacted their learning, and only 29.1% (41/141) of the students stated that nonvisual communication with their fellow students impacted their learning. A large proportion of students (83/141, 58.9%) reported impairment of social engagement on campus, 44% (62/141) in-person interactions during classes, and 73.7% (104/141) were relieved that their classes were not disrupted. Similar to all types of education, distance learning is characterized by advantages and disadvantages, as reported by students. Students felt that the course material was intelligible, and the distance course was uncomplicated. Moreover, they expressed relief that their studies were not disrupted. However, they also reported the loss of face-to-face contact during courses as the most significant drawback of distance learning versus face-to-face learning, followed by a lack of social connection on campus.

Critical factors affecting student satisfaction in a distance learning environment

Abstract Student satisfaction plays a crucial role in assessing the effectiveness of distance education programmes. This is very important for the instructional design in higher education institutes and for educational decision-making and policy. The main purpose of the present study was to examine some key processes that affect learning in a distance education environment and how these influence student satisfaction. The study was conducted in the Hellenic Open University (HOU) through quantitative research involving students from three postgraduate programmes. The main variables examined were internet self-efficacy, student–student and student–tutor interaction, self-regulated learning skills of students and the satisfaction that they receive from participating in distance-learning courses. The results indicated that relatively high levels of these variables were observed, with the exemption of student–student interaction. The correlation coefficients amongst variables were all positive and statistically significant, but were small to moderate. Regarding the effect of demographic parameters, learner–tutor interaction is influenced by the number of modules completed by students, and satisfaction varies significantly between unemployed students and those who are full-time employees. Finally, a logistic regression model was developed with satisfaction as the dependent variable. Self-regulated learning and student–tutor interaction were identified as the main predictors of student satisfaction.

STUDENTS AND FACULTY LEVEL OF KNOWLEDGE AND AWARENESS OF DIGITAL CITIZENSHIP IN DISTANCE LEARNING ENVIRONMENT

COVID-19 pandemic has changed the education landscape and increased the acceptance and adoption of distance educations by both individuals and academic institutions. The rise in e-learning and distance education and the increased access to the Internet and learning technology, it becomes critical that provide positive, safe, legal, and ethical behavioural online. While COVID 19 acerated the use and adoption of online learning, it also highlighted the importance of fostering effective digital citizenship given the level of misinformation and conspiracy theories generated spread on the Internet and social media about the pandemic. In this study, the researcher examined the students and faculty perception of digital citizenship practices in distance learning environments at Al-Quds Open University. The study used a mix method approach with 8 faculty participating in the qualitative interview and 559 students participating in the quantitative survey. The study's findings revealed that while students and teachers were aware of digital citizenship principles, they lacked in-depth understanding and knowledge of topics like digital rights, digital security, and digital ethics. Faculty and students both believed that digital citizenship is vital and required for protecting students' privacy and cultivating ethical technology use. Students and faculty both agreed on the importance of incorporating digital citizenship skills like digital rights, digital security, and digital ethics within e-learning curricula.

The dimensions of the role of the educator in distance learning environments in covid19 era

The global pandemic that unfolded in recent years has left indelible marks on all aspects of daily life and social interactions. Universally, the prevalent form that dominated the Covid-19 era for the educational process at all levels was the use of teleconferencing and electronic communication tools. Educators of this new era have faced multiple and unexpected changes that have brought about transformations in their roles. For this reason, in Section 2, the multidimensional nature of the educator, as influenced by the pandemic, will be analyzed. Specifically, the second section of the main part will highlight the elements adopted during this period that will continue to shape future educational practices for achieving maximum learning outcomes. In contrast, the third section will address the key challenges faced by educators during the period of changes, as studied in the relevant literature. The fourth section of this work will provide a specific example for discussion, illustrating the difficulties that emerged from the challenges mentioned in the previous section. Finally, useful conclusions will be drawn from the literature review and the analysis of the subject.