Journal of Learning for Development - JL4D
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Artificial Intelligence for Development (AI4D) Usage, Learner Autonomy, Wellbeing and Digital Literacy in ODL
No full textThe present study examined the relationships between Artificial Intelligence for Development (AI4D) usage, instructor attitude towards technology, learners' characteristics/wellbeing, and learning outcomes in Open and Distance Learning (ODL) environments in India. A quantitative research design was employed using purposive sampling (a non-probability sampling method) to ensure that participants had relevant experience with ODL platforms. Data were collected from 410 students at Bhopal School of Social Sciences (BSSS), Bhopal, who had completed at least one certificate or diploma course offered through SWAYAM, a government-supported Massive Open Online Course (MOOC) platform widely recognised as India’s flagship ODL initiative. A self-reporting questionnaire was employed to gather data digitally, ensuring convenience and reach. In this study, AI4D usage refers to interaction with AI-enabled features on the SWAYAM platform, such as personalised recommendations, adaptive content delivery, automated feedback, and progress tracking tools. The findings of the study provided insights into the extent to which AI4D usage influences learning outcomes, the role of instructor attitude in shaping the effectiveness of AI4D, and the moderating effects of learner characteristics on this relationship. This study contributes to a deeper understanding of the role of AI4D in facilitating effective teaching and learning in ODL environments and offers implications for educational practice, policy formulation, and future research in the Indian context
Social-Cultural Factors Influencing Learners Choice of Open and Distance Learning Mode in Higher Learning Institutions in Tanzania
No full textThis research explores the social-cultural factors influencing learners' preferences for Open and Distance Learning (ODL). Specific objectives were to investigate the social-cultural factors influencing learners' choice of ODL, and the role of higher education in promoting preference for ODL and to identify challenges facing ODL. Case study design and a qualitative approach were used. A purposive sample of 33 respondents was selected. Focus Group Discussions (FGD) and interviews were employed to collect the data. Thematic data analysis was conducted based on three study themes. The findings revealed that time flexibility, accessibility to course instructors, user-friendliness and access to e-learning materials, and the online examination programmes influence learners’ preference for ODL. However, ODL is faced with time constraints, inadequate e-learning materials, shortage of skilled facilitators, poor rural electric services and connectivity, and a surge in enrollments without corresponding support services. Higher learning institutions should create a supportive learning environment to facilitate more learners’ preference for ODL
Effectiveness of Online Experiments for Conceptual Understanding of Simple Pendulum by Physics Student-Teachers
No full textThis case study investigated the conceptual understanding of the Simple Pendulum topic amongst physics student-teachers using online experiments. A pre-experimental design was utilised, employing a one-group pretest-posttest approach with 20 student-teachers. The research instruments included a high-speed video activity conducted within Online Experiments (OEs) and a conceptual understanding test assessing various aspects of the Simple Pendulum topic. Average gain and normalised gain were employed to assess student learning progress. The findings revealed that OEs had a significant positive impact on students' understanding of oscillation concepts, particularly the Simple Pendulum. Following the intervention, most students exhibited improvement in their learning outcomes. The average score increased significantly, from 35.25% in the pretest to 82.50% in the posttest. Normalised gain scores, ranging from 0.20 to 1.00, confirmed substantial improvement in students' understanding of scientific concepts
Effect of Technology Acceptance on Student Commitment in Turkish Higher Education
No full textThere is strong evidence in the relevant literature that the use of technology in higher education positively affects academic achievement and motivation. However, while there are some international studies on the effect of technology acceptance on college student commitment, it is understood that there has not been enough research in the national literature on this topic. In this context, this study aims to examine the effect of college students' tendencies toward using digital technology on student commitment. This research was conducted with a total of 321 Turkish college students and data were collected using the Student Commitment Scale in Higher Education developed by Çınkır et al. (2021) and the Tendency Scale for Using Technology in Class developed by Günüç and Kuzu (2014). The research revealed that college students generally have a favorable attitude (3.96) and inclination (3.82) towards using digital technology during classes, alongside a moderate level of dedication (3.42) to their university. Additionally, it was discovered that students who are highly committed to their higher education also tend to use digital technology more in classrooms. Notably, the analysis indicates that around 12% of the variance in college students' commitment to higher education can be explained by their inclination towards digital technology use. This emphasises the significance of integrating digital tools in educational settings, as it appears to positively influence students' engagement and commitment to their studies
Exploring Dropout Rates in MOOC Research: A Bibliometric Analysis
No full textThe rise of Massive Open Online Courses (MOOCs) has democratised education, yet student dropout remains a persistent challenge. This research tackles this issue by analysing 1,273 publications on MOOC dropout rates (2020-2023) from the Scopus database using VOSviewer, a bibliometric analysis tool. By mapping the intellectual landscape, the study identifies key research questions (e.g., concerning MOOC dropout, learning motivation) and emerging themes (e.g., classification performance, engagement). This comprehensive analysis provides a roadmap for future research, pinpointing areas for further investigation and knowledge advancement
A Review of Virtual Tutoring Systems and Student Performance Analysis Using GPT-3
No full textIn contemporary education, accurately predicting student performance and delivering prompt feedback is paramount for fostering a comprehensive grasp of academic progress. Consequently, educators must adapt their teaching methodologies to optimize learning outcomes. To tackle this challenge, researchers have proposed and implemented diverse alternative and advanced strategies. This study conducts a systematic review of prior research endeavors centered on virtual tutoring and learning environments, aiming to pinpoint significant contributions in educational systems. Emphasis lies on the utilization of machine learning and deep learning models, along with the datasets utilized. Through this exploration, the study illuminates associated hurdles and proposes potential remedies for implementing virtual tutors and performance evaluation. Moreover, it proposes a solution for efficiently managing the abundant data in e-learning platforms. By synthesizing findings from multiple studies, this research enriches the existing knowledge in education systems, offering valuable insights for educators and researchers. The study's outcomes hold promise for enhancing virtual tutoring and learning environments, ultimately enriching students' educational journey and fostering academic advancement
Impact of Virtual Laboratory-Assisted Microlearning on Students' Motivation, Engagement, and Academic Success
No full textOpen and distance learning (ODL) often faces challenges in increasing student motivation and engagement. This study aimed to examine the effectiveness of a virtual laboratory-assisted microlearning platform in alleviating the identified challenges. Using a quasi-experimental methodology, 52 students from higher education institutions in Indonesia were divided into two different groups: the experimental group received a virtual laboratory-assisted microlearning treatment, while the control group utilized a conventional microlearning platform. Descriptive statistical analysis revealed that the experimental group achieved mean motivation and engagement score of 187.00 (SD = 3.82213), in contrast to the control group, which recorded a lower mean score of 167.8929 (SD = 6.03287). A statistically significant difference between the two groups was demonstrated through a t-test (t = 13.375, p < 0.001). Furthermore, the N-Gain analysis proved the superior effectiveness of the experimental group, resulting in a score of 0.7243 (high category) compared to the control group's score of 0.4697 (moderate category). This finding confirms that the integration of virtual laboratory in microlearning not only increases motivation and engagement, but also contributes to students' academic success in ODL, making it an effective alternative for teaching in the digital era
Development of Ubiquitous Project-Based Learning (U-Pjbl) Model to Improve Critical Thinking Skills of Elementary School Students
No full textIn an era of rapid technological advancement, educational models must evolve to meet the ever-changing needs of students. Primary school students, being digital natives, require innovative learning approaches that integrate technology and promote essential skills, such as critical thinking. This study aimed to develop a Ubiquitous Project-based Learning (U-PjBL) model to enhance the critical thinking skills of elementary school students. The Borg and Gall study method and development model was adopted and validation testing was conducted to validate U-PjBL. The validation instrument referred to the characteristics of the learning model, including supporting theory aspects, syntax, reaction principles, social and support systems, as well as instructional and accompanying impact. Furthermore, the reliability of the U-PjBL model validation instrument was based on interobserver agreement obtained from the statistical analysis percentage. A t-test was used to examine and scrutinise the trial results generated by the model. Based on expert validation, U-PjBL was consistent with the characteristics of the learning model. Therefore, the developed U-PjBL model falls into the highly valid category. This means that the model can be used in learning activities. The trial results also showed that the developed U-PjBL model could improve the critical thinking skills of students
Digital Resource Management and Student Learning Outcomes in Higher Education: The Mediating Role of Intellectual Capacity
No full textThe shift to hybrid learning during the Covid-19 pandemic emphasised the need for independent learning and effective digital resource management (RMS). This study, grounded in Social Cognitive Theory, examines how RMS supports students in managing digital distractions and optimising learning outcomes. Data from 275 randomly selected education students were analysed using structural equation modeling. Findings indicate that while time management was crucial, other factors like study environment and help-seeking did not directly influence intellectual capacity. Intellectual capacity played a mediating role, linking RMS with perceived learning outcomes. These insights highlight the significance of cognitive strategies in navigating technology-enabled education
A Scientometrics Analysis of Research Studies on 43 Years of Leadership in Online Education
No full textLeadership in online education involves strategically managing digital learning environments to ensure effective instruction and engagement. This research aims to identify the publication trends and highlight trending research topics and scientific conversations in this field of leadership in online education. Using 947 records from the Scopus database, the evolution of leadership discourse in online education was examined using scientometric analysis to find the trends, most influential authors, institutions, publishing platforms, and countries. The extracted data spanned publications from 1981 to 2023. The trending topics evolved from knowledge management and school administration to e-learning and higher learning, and, after 2020, to challenges faced in imparting education due to Covid-19. The United States, China, and the United Kingdom emerged as leading contributors to this field. Co-authorship analysis highlighted international collaborations, which emphasised the growing global interest in leadership within virtual learning environments. These research findings could be helpful for researchers and managers in the field of education for adapting to the digital age