Distance Education Practices Research Articles

INNOVATIONS IN DISTANCE EDUCATION PRACTICES: A COMPREHENSIVE REVIEW

This study reviewed recent technological advancements in distance education to evaluate their impact on learning experiences and outcomes. The research focused on innovations such as artificial intelligence (AI), virtual reality (VR), augmented reality (AR), learning management systems (LMS), and collaborative tools. Data were collected through a systematic review of peer-reviewed journal articles and scholarly sources, and thematic analysis was employed to identify critical patterns and impacts of these technologies. The findings revealed that AI-driven systems enhanced personalized learning by offering adaptive content and real-time feedback. VR and AR technologies created immersive and interactive learning environments, facilitating experiential learning. The evolution of LMS platforms improved course management and student tracking through advanced features and integration capabilities. Collaborative tools fostered peer interaction and teamwork in remote settings, supporting effective online learning communities. The study concluded that these technological innovations significantly transformed distance education, making it more engaging and efficient. Recommendations for future research included exploring the long-term effects of these technologies, their applications in various educational contexts, and the role of emerging tools in further enhancing distance education practices. KEYWORDS: distance education, technological advancements, artificial intelligence, virtual reality, augmented reality, learning management systems, collaborative tools

Development of Distance Education Attitude Scale for Higher Education Students

Distance education has been constantly developed for decades and became the only choice for education during the COVID-19 pandemic. In the Turkish higher education, distance education practices were carried out for three semesters during the pandemic. Once again, distance education became the only means of education for higher education after the devastating earthquakes that hit Türkiye in February 2023. Assessing the students’ attitudes towards distance education gained importance in order to enhance the learning outcomes of distance education and to define the problems the students had faced. Thus, the researchers aimed to develop a Distance Education Attitude Scale for Higher Education Students in this study. The data were collected from 875 undergraduate students from Turkish state universities. Explanatory Factor Analysis (nEFA= 583) unfolded a two-factor structure with 16 items – explaining 57% of the total variance. For the scale and its two factors, the Cronbach Alpha internal consistency coefficient (.917, .914, .807) and McDonalds Omega coefficient (.920, .925, .811) were found satisfactory. Confirmatory Factor Analysis (nCFA= 292) supported the model-data fit and confirmed the reached structure. The "Distance Education Attitude Scale for Higher Education Students" is found to be valid and reliable. The scale is believed to contribute to the quality and efficiency of tertiary distance education practices.

Teachers’ Perceptions of their Self-Efficacy in Distance Education and its Relationship to their Teaching Practices in Virtual Classrooms in the Sultanate of Oman

This study identified teachers' perceptions of their self-efficacy in distance education and its relationship to their teaching practices in virtual classrooms. The study used a perception scale and an observation card. The sample consisted of 249 teachers. Twenty teachers of the sample were selected to have their teaching practices in the academic year 2020/2021 observed. The descriptive analytical method was used to collect data and reach the results. The results of the study showed that the teachers’ perceptions of their self-efficacy in distance education came at a high level and their teaching practices in distance education came at a medium level. Also, the results showed that there is no statistically significant correlation between teachers’ perceptions of their self-efficacy in distance education and the reality of their teaching practices in virtual classrooms. The study recommended identifying a list of skills required for distance education and implementing training programs that meet the needs of teachers in technical applications for digital teaching to continue to employ technology and e-learning platforms.

History and heritage in distance education

Originally published in 2012, distance education’s history is a tremendous resource for all involved in distance education. Some aspects of that history provide enduring touchstones for present distance educators, creating a heritage that should not be overlooked as distance education continues to develop and expand. In this article we draw on the concept of generational frameworks to focus on particular developments that have shaped and continue to shape distance education. From those developments we identify and discuss seven elements that serve as the core features of the heritage that underpins our distance education practice. We challenge current distance educators to identify their own heritage elements and build on them as they contribute to the future of the discipline.

The effect of distance education practices during the COVID-19 pandemic on mathematics and geometry teaching

With the research discussed here I aimed to examine the effect of the COVID-19 pandemic on primary school mathematics teaching processes and specifically the teaching process of 1st-grade geometric shapes. A holistic multiple case study design was used in this qualitative research. The participants were primary school teachers who have taught both processes and geometric shapes in 1st grade primary school and were selected using purposive sampling. Semi-structured interviews based on an interview form developed by me was used as data collection instrument. In this form, questions about the 4 skills in the programme related to geometry were included. Lesson content, materials, and content related to the method of expression related to each skill were examined comparatively during and before the COVID-19 pandemic. Semi structured interviews during which the questions on the form were asked, were conducted with participating teachers. The content analysis technique was used to analyse the obtained data. The results of the analysis show that the transition to online education during the COVID-19 pandemic had serious consequences. Positive and negative effects were found in both primary school mathematics teaching process and the teaching process of geometric shapes in the 1st grade.

Social Studies Teacher Candidates’ Views on Blended Learning Process

The aim of this study is to present the views of social studies teacher candidates about the blended learning process in the context of face-to-face and distance education. The study adopted a case study design. The study determined participants using the criterion sampling. The criteria in selecting participants was that teacher candidates should have experience in face-to-face education, online education, and blended learning. The participants consisted of 70 teacher candidates studying in the third and fourth year of the Social Studies Education Department of a state university in the Eastern Black Sea Region of Turkey during the spring semester of the 2021-2022 academic year. 42 of the participants were female and 28 were male. An open-ended questionnaire with nine questions was used as a data collection tool. The data were collected in an electronic environment and analyzed by content analysis. It was concluded from the study that blended learning can offer solutions to the problems arising from the characteristics of face-to-face education and distance education, blended learning practices have not yet been implemented in the quality specified in the theoretical framework, teacher candidates have mostly negative opinions about distance education practices, while mostly positive opinions about face-to-face education come to the fore.

우리나라 초등교원 양성 대학의 원격 교육 개선 방안

Purpose: This study examined distance education models and practices in two types of universities, i.e., overseas teacher education universities and domestic general universities, to develop strategies for improving distance education in an elementary teacher education university in South Korea.
 Methods: We conducted in-depth case studies of distance education in five universities (two overseas and three that were domestic) and compared the data to one in a domestic teacher education university in terms of material requirements, systems and services, and support for university member competency.
 Results: We found considerable variations in terms of pedagogical philosophies, curriculum structures, academic administrations, and platform-based special programs. For example, the overseas teacher education universities highlight the quality and quantity of learning, paying less attention to the length of the lectures. It is also notable that the domestic general universities take into account students’ educational welfare and provide various forms of distance education to facilitate students’ flexible management of time and space.
 Conclusion: The findings suggest that the elementary teacher education university should adopt more student-centric distance education methods and foster interactions, which underscores the need for financial supports and intercollegial communication.

Distance education in the field of obstetrics, gynaecology, and ultrasound diagnostics in the conditions of quarantine restrictions and hostilities: A literature review

Forced distancing in the context of the COVID-19 pandemic has necessitated the transition of medical education to distance learning. The problem was exacerbated by the outbreak of full-scale hostilities, which necessitated further research in this area. The purpose of the study was to comprehensively review current scientific materials and consolidate existing knowledge on educational activities in obstetrics, gynaecology, and ultrasound diagnostics in the context of the coronavirus pandemic and full-scale hostilities. The following methods were used for the study: bibliographic, analysis, synthesis, induction, generalization, analogy, systematization, and categorization. The article presents a comprehensive analysis of the current literature on overcoming pedagogical challenges in the context of the COVID-19 pandemic and military operations through the achievements of distance education. The methodological foundations of distance education, the peculiarities of applying this practice in a pandemic and military operations, the similarities, and differences between them, especially in the context of obstetrics, gynaecology and ultrasound diagnostics, are considered. The connection between telemedicine and distance learning is presented both at the level of theory and practice. The practice of distance learning in obstetrics and gynaecology is compared with some other clinical disciplines. The result of the study was to solve the problem of the lack of a systematic view of the adaptation of the educational process to the conditions of a pandemic and military operations as emergency distance learning, rather than the classical practice of distance education, which contributes to the formation of an adequate assessment of pedagogical activities conducted in such conditions, in particular, in the field of obstetrics, gynaecology, and ultrasound diagnostics. The results of the study are of practical importance in the field of medical education, where they can be used to develop recommendations for the organization of training in obstetrics and gynaecology or other medical disciplines in conditions of forced distance learning

Evaluation Model for Online Nursing Education (EM-ONE): Update to the Billings' Framework.

Distance education has progressed and transformed significantly since Billings first created a framework to assess practices and outcomes in web-based courses 20 years ago. This article presents the Evaluation Model for Online Nursing Education (EM-ONE), designed to reflect current best practices and provide recommendations for online nursing education. Four databases were searched to source evidence for online educational practices that resulted in positive learner and programmatic outcomes. Essential components of modern distance education include: (1) curriculum and instruction tailored to the online community of learners; (2) preparation and support for both learners and faculty; and (3) effective user experiences in the online learning environment. Effective distance education practices ultimately prepare graduates who are competent for nursing practice. Retention and satisfaction of online learners are other key considerations for positive outcomes in distance-based programs. [J Nurs Educ. 2024;63(2):93-101.].

Mathematics Teachers and Pre-service Teachers' Opinions about Distance Education

School closures during the COVID-19 pandemic have made education dependent on online teaching. It turned into an unprecedented experience for teachers and students. Therefore, this study aims to examine the views of mathematics teachers and pre-service mathematics teachers on distance education practices. The data of the study were collected through a written and online questionnaire to thirty-seven mathematics teachers working in secondary/high schools in Turkey and final year pre-service mathematics teachers continuing their education in universities. The data were analyzed through descriptive and content analysis. At the end of the study, pre-service teachers expressed a high level of positive opinion about distance education practices. Teachers, on the other hand, expressed an approximately equal number of positive and negative opinions about distance education practices. In addition, participants characterized distance education practices in similar categories as negative. These categories are the inadequacy of technological infrastructure, the inadequacy of teacher-student interaction, and the impossibility of access. Similarly, participants expressed positive opinions in different categories. These categories were easy to access, repeatability, and economy. In addition, students and parents expressed concerns about the functionality of distance education applications in mathematics education as insecurity, family unrest, and financial problems.

Examination of distance education practices conducted during the pandemic period in the context of social studies teacher candidates' opinions

The purpose of this research is to deeply examine the views of social studies teacher candidates on distance education practices carried out during the pandemic period. The research was conducted with a mixed research approach that combines quantitative and qualitative research methods and approaches under one roof. In the research, firstly quantitative data was collected and analyzed, and then qualitative data was collected to obtain deeper information. As a result of the analysis of the quantitative data obtained from the research, it was determined that there was a significant difference in the opinions of teacher candidates regarding distance education practices carried out during the Pandemic period, depending on where they live. It has been determined that students living in the village have a more negative view of distance education than students living in the city center. When the differentiation of teacher candidates according to gender was examined, it was seen that male teacher candidates were more inclined to distance education than female teacher candidates. It has been determined that teacher candidates' views on distance education, are similar according to their class level, internet connection status, whether they are employed or not, and their family's income level, which are other variables of the research. When the results of the analysis of qualitative data were examined in the study, it was seen that teacher candidates stated that their views on how they maintained their motivation while continuing distance education included following the lessons regularly, not losing their awareness of the teaching profession, communicating with friends, feeling physiologically well, and similar situations. It was observed that teacher candidates stated that some of their responsibilities increased during the distance education process, and in some cases, their responsibilities decreased. It has been determined that family support, both material and moral, is generally provided to teacher candidates during the distance education process. It was determined that teacher candidates stated that there was little interaction in the classroom during this process, and that they mostly suggested activities that would keep them active in the lesson, the use of visuals and videos, and group activities in terms of methods and equipment. The research has also revealed that the distance education process has benefits independent of time and place, such as learning, research, reading, and improving learning skills. As a result of this research, teacher candidates generally stated that they preferred face-to-face education to distance education and that distance education could be used if necessary. Some teacher candidates suggested the hybrid education model as an alternative. (Extended English summary is at the end of this document) Özet Bu araştırmanın amacı, Pandemi döneminde yürütülen uzaktan eğitim uygulamalarının sosyal bilgiler öğretmen adaylarının görüşlerini derinlemesine incelemektir. Araştırma nicel ve nitel araştırma yöntem ve yaklaşımlarını tek bir çatı altında birleştiren karma araştırma yaklaşımı ile yürütülmüştür. Araştırmada öncelikle nicel veriler toplanıp analiz edilmiş sonrasında daha derin bilgilere ulaşmak için nitel veriler toplanmıştır. Araştırmanın elde edilen nicel verilerin analizi sonucunda öğretmen adaylarının Pandemi döneminde yürütülen uzaktan eğitim uygulamalarına ilişkin görüşlerinde yaşadığı yere göre anlamlı bir farklılık olduğu belirlenmiştir. Köyde yaşayan öğrencilerin kent merkezinde yaşayan öğrencilere göre uzaktan eğitime daha olumsuz baktığı belirlenmiştir. Öğretmen adaylarının cinsiyete göre farklılaşması incelendiğinde erkek öğretmen adayların kadın öğretmen adaylarına nazaran uzaktan eğitime daha yatkın olduğu görülmüştür. Araştırmanın diğer değişkenleri olan öğretmen adaylarının uzaktan eğitime ilişkin görüşleri sınıf düzeyine, internet bağlantı durumuna, bir işte çalışıp çalışmama durumlarına, ailelerinin gelir düzeyine göre benzerlik gösterdiği tespit edilmiştir. Araştırmada nitel verilerin analizi sonucu incelendiğinde öğretmen adaylarının uzaktan eğitimi sürdürürken motivasyonlarını nasıl sağladıklarına ilişkin görüşlerinde dersleri düzenli takip etmek, öğretmenlik meslek bilincini kaybetmemek ve arkadaşlarla iletişime geçmek, fizyolojik olarak iyi hissetmek vb. durumlar olduğunu belirttikleri görülmüştür. Öğretmen adaylarının uzaktan eğitim sürecinde bazı sorumluluklarında artış yaşandığını bazı durumlarda ise sorumluluklarının azaldığını ifade ettikleri görülmüştür. Uzaktan eğitim sürecinde öğretmen adaylarına genel anlamda hem maddi hem de manevi olarak aile desteğinin sağlandığı belirlenmiştir. Öğretmen adaylarının bu süreçte sınıf içi etkileşimin az olduğunu belirttikleri, yöntem ve araç-gereç olarak en çok derste onları aktif tutacak etkinliklerin yapılmasını, görsellerin ve videoların kullanılmasını, grup etkinliklerinin yapılmasını önerdikleri tespit edilmiştir. Araştırma uzaktan öğretim sürecinin zamandan ve mekândan bağımsız öğrenme, araştırma, okuma ve öğrenme becerilerini geliştirme gibi faydalarının olduğunu da ortaya koymuştur. Yapılan bu araştırma sonucunda öğretmen adayları genellikle yüz yüze eğitimi uzaktan eğitime tercih ettiklerini, zorunluluk dahilinde uzaktan eğitimin kullanılabileceğini belirtmişlerdir. Bazı öğretmen adayları ise alternatif olarak karma eğitim modelini önermişlerdir.

REFLECTIONS on ONLINE INSTRUCTIONAL TECHNOLOGIES and MATERIALS USED DURING the COVID-19 PANDEMIC

In the process of the COVID-19 pandemic, the traditional face-to-face education system was transitioned to a distance education system. Undoubtedly, this significant change in the education field has affected teachers and students the most. Therefore, shedding light on the experiences of teachers and students in online classes is believed to contribute to the success of future distance education practices. For this purpose, in this study, the experiences and views of English teachers and high school students regarding the instructional technologies used in online teaching were investigated. The phenomenological design, which is one of the qualitative research designs, was used in the study. Twenty English teachers and thirty high school students participated in the study from the schools within the research permission. A semi-structured interview form developed by the researcher was used in the study. The findings obtained from the interviews were analyzed using content analysis method. It was found that in the early stages of distance education, teachers and students faced difficulties in adapting to technology usage. Teachers who were interested in technology usage experienced fewer challenges in using instructional technologies and materials. Students who had internet and device access and were motivated to attend classes benefited more from online class opportunities. Students mentioned that using lesson materials that appealed to their interests would be a driving force for their participation in online classes, while teachers stated that they had to use various instructional technologies to actively engage their students in classes and, therefore, they improved their technology proficiency.

Research on the Integration Path and Practice of AI Intelligent Technology and English Distance Education

Abstract This paper introduces AI intelligence technology in English distance education and establishes a learning analytics model that includes information collection and acquisition, data storage, cleaning, integration, analysis, visualization, and action. Each component corresponds to a series of specific technologies and processes, and generates information such as learner portrait modeling profiling learning behaviors, using data mining to provide personalized learning solutions for learning. The assessment system is constructed from three perspectives: contextual, cognitive, and technological, which ensures accurate teaching for the personalized needs of English learners. It has been verified that the contextual interaction effect on students’ performance accounts for 78% of the total sample in the English distance education system after applying AI intelligent technology. Students in the experimental class showed positive interest in the distance education system 47.44±7.15, which was significantly higher than that of the control class 29.65±8.21. This integration model provides a new development direction for English distance education, and also provides strong support for personalized teaching and continuous optimization of the educational process.

Analysis of Primary School Teachers’ Distance Education Practices during the Covid-19 Pandemic in the Context of Classroom Management

This research employed a phenomenological design of qualitative research models to examine the views of primary school teachers about distance education during the pandemic in the context of classroom management. Fifteen teachers voluntarily participated in this research, conducted in Antakya, one of the central districts of Hatay province. The interview data collected during the fall semester of the 2020-2021 academic year were analyzed using a content analysis technique. As a result of the research, it was determined that the teachers frequently benefited from digital content and educational websites during the pre-class process and the class. It has been determined that visual materials are used frequently to motivate and attract students’ attention to the lesson. The lessons are generally taught through teacher-centered methods. Teachers did not think the environments where students attended online courses were suitable for teaching-learning processes. Teachers mostly determined the classroom rules related to the physical environment and technical subjects (keeping the microphone off, the camera on etc.). Planning and preparing before the lesson, using other lessons’ time to fulfill the course objectives, and assigning some activities as homework are the ways followed to manage and use class time effectively. The result showed that during the distance education process the communications with students were established through video calling and messaging after the class. The research showed that turning on the microphone, turning off the camera, being indifferent to the lesson, and interrupting the flow of the lesson are common problems in distance education. In addition, teachers experienced many problems during distance education due to technical/infrastructure issues, not having computers or cell phones for all students, simultaneous connection of more than one sibling to the lesson, parents’ not creating suitable class environments for the children, and incomplete/wrong learning. Teachers, who had constant communication with parents and continued dealing with students through WhatsApp groups after the lesson to cope with these problems, stated that their professional skills improved, but they were exhausted physically and emotionally.

Adult learners’ perceptions of distance education

Research informing adult education teachers’ didactic practices in distance education is scarce. Approaching the adult learner’s perspectives on how distance education is perceived is key to informing future initiatives. This study explores adult learners’ perception of distance education, concentrating on aspects such as, social presence, course structure, and perceived learning and satisfaction. A survey was distributed to teachers ( n = 78) in five schools organising adult distance education. Findings show that teacher accessibility and course structure correlated positively with social presence and perceived learning and satisfaction. Overall, adult learners are satisfied with their distance teaching. A challenge facing adult distance education is to create a sense of social presence despite the high demand for flexibility. Thus, we explored learner perceptions of benefits and challenges in distance education and structured these into social, cognitive, spatio-temporal, emotional, and technical dimensions. Findings reveal that one challenge in the social dimension was a lack of connection with peers, and a benefit in the cognitive dimension referred to autonomy and self-regulation. These findings are important as educational institutions and policymakers may strive for high flexibility, which in turn may lead to lower group cohesion and a lack of social presence.

Mathematics education faculty members' perceptions of barriers to distance education: Q-method analysis

As a result of the great earthquake disaster in Turkey, mathematics education in universities was reorganized as distance education after the pandemic period. This article aims to identify the barriers to distance education practices in higher education. In line with the aim of this study; Q methodology was used to help determine the perceptions and perspectives of faculty members regarding the barriers to distance education in the process of teaching mathematics in higher education. Q methodology aims to reveal the internal frame of reference of individuals through their preferences. According to the findings of the study, participants identified barriers under 3 factors. These 3 factors, in order of weight, represent student, curriculum and technology barriers. In general, it was seen that the 4 factors revealed by the methodology in the study yielded results compatible with the literature. However, it was determined that the barriers arising from the teacher did not carry a factor load in the study. Another unique result was the identification of barriers arising from the nature of mathematics. It was understood that there are unique obstacles specific to the field of mathematics due to pedagogy and curriculum. In this respect, investigating the barriers to field-specific extended education will provide more accurate findings. In this study, which was conducted with Q methodology and supported by qualitative data, the identified barriers to distance education were consistent with the general literature. Q methodology reveals that it is a compatible tool for various research in similar situations.

Covid-19 Pandemi Sürecinde Hemşirelik Öğrencilerinin Ailelerinin Uzaktan Eğitimle İlgili Görüşleri

Aim: Distance education is an interdisciplinary field that aims to remove the limitation between educator, learner, and learning resources and of uses existing information and communication technologies for this purpose. Maintaining social distance, especially during the pandemic, has been instrumental in protecting and maintaining the health of both students and educators. However, distance education's entry into our lives as a necessity during the pandemic has brought many problems. The fact that the education environment left the classroom and came into the home, and that time shared with family members is now used for education, makes it necessary to conduct studies to determine families' experiences, attitudes, and opinions about distance education. This study aimed at determining families’ opinions of undergraduate and graduate nursing students on distance education during the Covid-19 pandemic. Methods: This is a descriptive and cross-sectional study. The study was conducted with 407 participants. The data were collected between the 9th and 10th months of the pandemic, with the data collection tool developed by the researchers. Results: The families have a negative opinion on distance education, and these opinions were affected by their negative experiences and problems. The families found the low costs and the increased time the students spent with their families to be positive aspects of distance education. The families complained about connection problems, the student spending too much time on the computer and about the home environment needing to be more suitable for education. However, negative opinions of the families included that distance education is insufficient in conveying professional skills and that distance education is not suitable for nursing education. The opinions of Y-generation family members, those with graduate education, and those with a permanent internet connection at home had more positive opinions than the others. Conclusions: Distance education has become an integral part of our lives. Therefore, it is essential to unearth problems regarding distance education and develop solutions. Study results on the opinions, attitudes, and experiences of all distance education stakeholders will contribute to distance education practices.

Parent opinions on distance education practices in the emergency remote education period in Turkey

The aim of this study is to examine the experiences and opinions of parents in Turkey regarding distance education practices during the pandemic period. Quota sampling has been made by considering Turkey Statistical Regional Units Classification. 2371 parents participated in the research. The data collection tool consists of a scaled questionnaire, open-ended questions, preferential questions, demographic and personal information form. The descriptive survey model has been used to reach the aim of the study for data analysis. The findings of the study are as follows: The majority of the parents evaluated distance education as being insufficient, difficult to learn, restrictive in terms of the time allocated to the lessons, and a system that does not replace face-to-face education, but will support the students when they return to normal process. Teacher guidance was emphasized in overcoming technical problems. They drew attention to the guidance of teachers in overcoming technical problems, the difficulty of adapting students and providing working discipline, the inadequacy of educational content, and the inequality of opportunity caused by financial deprivations

School Environment and Character Building of Ethnic Minority Students Powered by Digital Education

The principal objective of education is to cultivate essential skills and sound moral values in students. Students belonging to ethnic minority groups in basic education levels are in a crucial phase of developing their character. The incorporation of educational technology within ethnic minority education has the capacity to enhance the academic proficiency of these students, elevate their self-esteem, and foster a constructive, optimistic, and inclusive perspective. The aim of this article is to shed light on the impact of digital education on the school environment of ethnic minority students and its influence on their character development. The article draws on examples of online distance education practices in China to illustrate this difference.

A Case Study in Tablet-Based Augmented Reality Vocabulary Acquisition

Augmented Reality (AR) is a novel technology capable of embedding digital objects a user's experience of reality via a smartphone, tablet, or head-mounted display. AR offers interesting pedagogical applications and research possibilities in the field of SLA, particularly in the deliberate study of vocabulary. Such applications also offer implications for distance learning. This case study examined a 25-year-old Japanese language teacher in her deliberate acquisition of three sets of 15 vocabulary items selected from the first 1,000 most frequent words of Basque. A word card study method was compared with two AR vocabulary study methods. One AR study method involved the study of physical objects and their signifying Basque vocabulary items within a context-independent scene which was unknown to the participant. The second AR study method similarly involved the study of physical objects and their signifying Basque vocabulary items within a context-dependent scene which was known to the learner. In terms of vocabulary retention as measured with meaning recognition, form recognition, and form recall tests, both AR methods of study appeared to be as effective if not more so than word cards. The study of vocabulary items represented by physical objects in a contextualized environment with the use of a tablet-based AR application was beneficial in leveraging the recall of meaning and form of those items. During reflective interviews regarding the use of AR the participant indicated that she found the novel method of vocabulary study to be engaging and motivating. The findings of this study also indicate that mobile AR applications have potential pedagogical uses relevant to distance education practices.