Purpose: The aim of the study was to investigate the impact of personalized learning paths on student motivation and achievement in online high school programs in Pakistan. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Tailored learning experiences boost intrinsic motivation by offering autonomy and relevance, while goal-setting and progress tracking contribute to improved academic performance and engagement. These findings highlight the potential of personalized learning to meet diverse student needs and enhance educational outcomes in Pakistani online high school settings. Unique Contribution to Theory, Practice and Policy: Self-determination theory (SDT), social cognitive theory (SCT) & constructivist learning theory may be used to anchor future studies on the impact of personalized learning paths on student motivation and achievement in online high school programs in Pakistan. Implement ongoing professional development programs for educators to effectively implement and support personalized learning strategies. Develop and advocate for educational policies that support the implementation of personalized learning paths in online high school programs. Policies should address funding allocations, technology infrastructure upgrades, and guidelines for equitable access to personalized educational resources.
{"title":"Impact of Personalized Learning Paths on Student Motivation and Achievement in Online High School Programs in Pakistan","authors":"Mariam Khan","doi":"10.47604/ijodl.2748","DOIUrl":"https://doi.org/10.47604/ijodl.2748","url":null,"abstract":"Purpose: The aim of the study was to investigate the impact of personalized learning paths on student motivation and achievement in online high school programs in Pakistan. \u0000Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. \u0000Findings: Tailored learning experiences boost intrinsic motivation by offering autonomy and relevance, while goal-setting and progress tracking contribute to improved academic performance and engagement. These findings highlight the potential of personalized learning to meet diverse student needs and enhance educational outcomes in Pakistani online high school settings. \u0000Unique Contribution to Theory, Practice and Policy: Self-determination theory (SDT), social cognitive theory (SCT) & constructivist learning theory may be used to anchor future studies on the impact of personalized learning paths on student motivation and achievement in online high school programs in Pakistan. Implement ongoing professional development programs for educators to effectively implement and support personalized learning strategies. Develop and advocate for educational policies that support the implementation of personalized learning paths in online high school programs. Policies should address funding allocations, technology infrastructure upgrades, and guidelines for equitable access to personalized educational resources.","PeriodicalId":396905,"journal":{"name":"International Journal of Online and Distance Learning","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141680006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The aim of the study was to investigate the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Recent research on digital literacy skills and student success in online science courses in Indonesia indicates a strong link between proficient digital skills and academic achievement. Students who demonstrate competence in areas like information literacy and online collaboration tend to perform better and show higher levels of engagement in their courses. This highlights the significant impact of digital literacy on enhancing learning outcomes and fostering self-directed learning among Indonesian students in online science education. Unique Contribution to Theory, Practice and Policy: Theoretical framework, technology acceptance model (tam) & community of inquiry framework may be used to anchor future studies on the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Institutions should integrate digital literacy training into science curricula from early educational stages to higher education. Advocate for the development and adoption of national or institutional standards for digital literacy in education.
{"title":"Exploring the Relationship between Digital Literacy Skills and Student Success in Online Science Courses in Indonesia","authors":"Anita Sari","doi":"10.47604/ijodl.2746","DOIUrl":"https://doi.org/10.47604/ijodl.2746","url":null,"abstract":"Purpose: The aim of the study was to investigate the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. \u0000Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. \u0000Findings: Recent research on digital literacy skills and student success in online science courses in Indonesia indicates a strong link between proficient digital skills and academic achievement. Students who demonstrate competence in areas like information literacy and online collaboration tend to perform better and show higher levels of engagement in their courses. This highlights the significant impact of digital literacy on enhancing learning outcomes and fostering self-directed learning among Indonesian students in online science education. \u0000Unique Contribution to Theory, Practice and Policy: Theoretical framework, technology acceptance model (tam) & community of inquiry framework may be used to anchor future studies on the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Institutions should integrate digital literacy training into science curricula from early educational stages to higher education. Advocate for the development and adoption of national or institutional standards for digital literacy in education.","PeriodicalId":396905,"journal":{"name":"International Journal of Online and Distance Learning","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141679502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The aim of the study was to investigate the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Recent research on digital literacy skills and student success in online science courses in Indonesia indicates a strong link between proficient digital skills and academic achievement. Students who demonstrate competence in areas like information literacy and online collaboration tend to perform better and show higher levels of engagement in their courses. This highlights the significant impact of digital literacy on enhancing learning outcomes and fostering self-directed learning among Indonesian students in online science education. Unique Contribution to Theory, Practice and Policy: Social cognitive theory, control-value theory of achievement emotions & cognitive load theory may be used to anchor future studies on the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Educational institutions should integrate explicit SRL instruction into online curriculum design. Policymakers should develop guidelines and standards that promote the integration of SRL strategies into online education policies.
{"title":"Investigating the Role of Self-Regulated Learning Strategies in Online Bachelor’s Degree Completion Rates in Ghana","authors":"Amina Mohammed","doi":"10.47604/ijodl.2750","DOIUrl":"https://doi.org/10.47604/ijodl.2750","url":null,"abstract":"Purpose: The aim of the study was to investigate the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. \u0000Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. \u0000Findings: Recent research on digital literacy skills and student success in online science courses in Indonesia indicates a strong link between proficient digital skills and academic achievement. Students who demonstrate competence in areas like information literacy and online collaboration tend to perform better and show higher levels of engagement in their courses. This highlights the significant impact of digital literacy on enhancing learning outcomes and fostering self-directed learning among Indonesian students in online science education. \u0000Unique Contribution to Theory, Practice and Policy: Social cognitive theory, control-value theory of achievement emotions & cognitive load theory may be used to anchor future studies on the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Educational institutions should integrate explicit SRL instruction into online curriculum design. Policymakers should develop guidelines and standards that promote the integration of SRL strategies into online education policies.","PeriodicalId":396905,"journal":{"name":"International Journal of Online and Distance Learning","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141678741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The aim of the study was to investigate the accessibility and inclusivity in online education: a comparative study of policies and practices in Australia. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study compared Australian policies and practices in online education accessibility and inclusivity, revealing notable gaps in implementation despite progress. It emphasized the necessity of comprehensive policies and ongoing educator training to address diverse student needs effectively. Overall, it highlighted the importance of continual improvement to ensure equitable access for all students in online education. Unique Contribution to Theory, Practice and Policy: Social model of disability, universal design for learning (UDL) & critical pedagogy may be used to anchor future studies on the accessibility and inclusivity in online education: a comparative study of policies and practices in Australia. Develop guidelines and best practices for inclusive course design and delivery in online education, tailored to the Australian context. Advocate for the integration of accessibility and inclusivity mandates into national and institutional policies governing online education in Australia.
{"title":"Comparative Analysis of Online Assessment Methods and their Impact on Student Satisfaction in Higher Education in Australia","authors":"Mia Taylor","doi":"10.47604/ijodl.2744","DOIUrl":"https://doi.org/10.47604/ijodl.2744","url":null,"abstract":"Purpose: The aim of the study was to investigate the accessibility and inclusivity in online education: a comparative study of policies and practices in Australia. \u0000Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. \u0000Findings: The study compared Australian policies and practices in online education accessibility and inclusivity, revealing notable gaps in implementation despite progress. It emphasized the necessity of comprehensive policies and ongoing educator training to address diverse student needs effectively. Overall, it highlighted the importance of continual improvement to ensure equitable access for all students in online education. \u0000Unique Contribution to Theory, Practice and Policy: Social model of disability, universal design for learning (UDL) & critical pedagogy may be used to anchor future studies on the accessibility and inclusivity in online education: a comparative study of policies and practices in Australia. Develop guidelines and best practices for inclusive course design and delivery in online education, tailored to the Australian context. Advocate for the integration of accessibility and inclusivity mandates into national and institutional policies governing online education in Australia.","PeriodicalId":396905,"journal":{"name":"International Journal of Online and Distance Learning","volume":" 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141679759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The aim of the study was to investigate the evaluation of instructor-generated vs. student-generated content in online humanities courses in South Africa. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Studies comparing instructor-generated and student-generated content in online humanities courses in South Africa indicate that instructor-generated content offers structured and consistent learning materials aligned with course objectives. Conversely, student-generated content enhances engagement, critical thinking, and collaborative skills among learners. Effective use of both approaches, tailored to course topics and student demographics, could optimize online humanities education outcomes in South Africa by balancing instructional guidance with student autonomy and creativity. Unique Contribution to Theory, Practice and Policy: Constructivist learning theory, community of inquiry framework & self-determination theory may be used to anchor future studies on the evaluation of instructor-generated vs. student-generated content in online humanities courses in South Africa. Equip educators with pedagogical strategies that leverage both instructor expertise and student autonomy. Inform curriculum design policies that advocate for the integration of diverse content generation methods across humanities disciplines.
{"title":"Evaluation of Instructor-Generated Vs. Student-Generated Content in Online Humanities Courses in South Africa","authors":"Brenda Fassie","doi":"10.47604/ijodl.2747","DOIUrl":"https://doi.org/10.47604/ijodl.2747","url":null,"abstract":"Purpose: The aim of the study was to investigate the evaluation of instructor-generated vs. student-generated content in online humanities courses in South Africa. \u0000Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. \u0000Findings: Studies comparing instructor-generated and student-generated content in online humanities courses in South Africa indicate that instructor-generated content offers structured and consistent learning materials aligned with course objectives. Conversely, student-generated content enhances engagement, critical thinking, and collaborative skills among learners. Effective use of both approaches, tailored to course topics and student demographics, could optimize online humanities education outcomes in South Africa by balancing instructional guidance with student autonomy and creativity. \u0000Unique Contribution to Theory, Practice and Policy: Constructivist learning theory, community of inquiry framework & self-determination theory may be used to anchor future studies on the evaluation of instructor-generated vs. student-generated content in online humanities courses in South Africa. Equip educators with pedagogical strategies that leverage both instructor expertise and student autonomy. Inform curriculum design policies that advocate for the integration of diverse content generation methods across humanities disciplines.","PeriodicalId":396905,"journal":{"name":"International Journal of Online and Distance Learning","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141678390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The purpose of this study is to explore the role of instructors support and feedback on the performance of online and distance learning. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings revealed that there exists a contextual and methodological gap relating to the role of instructors support and feedback on the performance of online and distance learning. Preliminary empirical review revealed that there is need for instructors to prioritize personalized support, timely feedback, and active engagement with learners to foster a supportive and engaging learning environment. Unique Contribution to Theory, Practice and Policy: The Social Presence Theory, Self-Determination Theory and the Transactional Distance Theory may be used to anchor future studies on the role of instructors support and feedback on the performance of online and distance learning. Instructors should establish clear communication channels and responsive feedback mechanisms to facilitate ongoing interaction with learners. Instructors should provide constructive and personalized feedback that focuses on both strengths and areas for improvement. Instructors should actively foster a sense of community and social presence in online and distance learning environments. Lastly, professional development and training programs should be offered to instructors to enhance their pedagogical skills in online and distance learning
{"title":"The Role of Instructors Support and Feedback on the Performance of Online and Distance Learning","authors":"Nelson Weru","doi":"10.47604/ijodl.2001","DOIUrl":"https://doi.org/10.47604/ijodl.2001","url":null,"abstract":"Purpose: The purpose of this study is to explore the role of instructors support and feedback on the performance of online and distance learning. \u0000Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. \u0000Findings: The findings revealed that there exists a contextual and methodological gap relating to the role of instructors support and feedback on the performance of online and distance learning. Preliminary empirical review revealed that there is need for instructors to prioritize personalized support, timely feedback, and active engagement with learners to foster a supportive and engaging learning environment. \u0000Unique Contribution to Theory, Practice and Policy: The Social Presence Theory, Self-Determination Theory and the Transactional Distance Theory may be used to anchor future studies on the role of instructors support and feedback on the performance of online and distance learning. Instructors should establish clear communication channels and responsive feedback mechanisms to facilitate ongoing interaction with learners. Instructors should provide constructive and personalized feedback that focuses on both strengths and areas for improvement. Instructors should actively foster a sense of community and social presence in online and distance learning environments. Lastly, professional development and training programs should be offered to instructors to enhance their pedagogical skills in online and distance learning \u0000 ","PeriodicalId":396905,"journal":{"name":"International Journal of Online and Distance Learning","volume":"267 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125474736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Challenges Encountered in the Implementation of Online Distance Learning in African Countries","authors":"Eric Michael Smith","doi":"10.47604/ijodl.1998","DOIUrl":"https://doi.org/10.47604/ijodl.1998","url":null,"abstract":" \u0000 ","PeriodicalId":396905,"journal":{"name":"International Journal of Online and Distance Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121762630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The objective of this study is to explore the impact of E-learning on the academic performance of schools in Uganda. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings revealed that there exists a contextual and methodological gap relating to the impact of E-learning on the academic performance of schools in Uganda. From the literature reviewed, it is evident that e-learning has a significant impact on the academic performance of students in Uganda. The studies showed that e-learning can improve academic performance, motivation, and engagement among students. Furthermore, e-learning can enhance language proficiency, critical thinking skills, and proble Purpose: The objective of this study is to explore the impact of E-learning on the academic performance of schools in Uganda. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings revealed that there exists a contextual and methodological gap relating to the impact of E-learning on the academic performance of schools in Uganda. From the literature reviewed, it is evident that e-learning has a significant impact on the academic performance of students in Uganda. The studies showed that e-learning can improve academic performance, motivation, and engagement among students. Furthermore, e-learning can enhance language proficiency, critical thinking skills, and problem-solving skills. Unique Contribution to Theory, Practice and Policy: The Social Cognitive Theory, Constructivism Theory and Cognitive Load Theory may be used to anchor future studies on the impact of E-learning on the academic performance of schools in Uganda. The government should provide adequate infrastructure to support e-learning, including access to electricity, computers, and the internet. E-learning should be integrated into the curriculum to ensure that students receive a comprehensive education that includes e-learning resources. Continuous monitoring and evaluation should be cond
{"title":"Impact of E-Learning on the Academic Performance of Schools in Uganda","authors":"Sanyu Kevin","doi":"10.47604/ijodl.1999","DOIUrl":"https://doi.org/10.47604/ijodl.1999","url":null,"abstract":" \u0000Purpose: The objective of this study is to explore the impact of E-learning on the academic performance of schools in Uganda. \u0000Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. \u0000Findings: The findings revealed that there exists a contextual and methodological gap relating to the impact of E-learning on the academic performance of schools in Uganda. From the literature reviewed, it is evident that e-learning has a significant impact on the academic performance of students in Uganda. The studies showed that e-learning can improve academic performance, motivation, and engagement among students. Furthermore, e-learning can enhance language proficiency, critical thinking skills, and proble \u0000Purpose: The objective of this study is to explore the impact of E-learning on the academic performance of schools in Uganda. \u0000Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. \u0000Findings: The findings revealed that there exists a contextual and methodological gap relating to the impact of E-learning on the academic performance of schools in Uganda. From the literature reviewed, it is evident that e-learning has a significant impact on the academic performance of students in Uganda. The studies showed that e-learning can improve academic performance, motivation, and engagement among students. Furthermore, e-learning can enhance language proficiency, critical thinking skills, and problem-solving skills. \u0000Unique Contribution to Theory, Practice and Policy: The Social Cognitive Theory, Constructivism Theory and Cognitive Load Theory may be used to anchor future studies on the impact of E-learning on the academic performance of schools in Uganda. The government should provide adequate infrastructure to support e-learning, including access to electricity, computers, and the internet. E-learning should be integrated into the curriculum to ensure that students receive a comprehensive education that includes e-learning resources. Continuous monitoring and evaluation should be cond","PeriodicalId":396905,"journal":{"name":"International Journal of Online and Distance Learning","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127803787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The aim of this study is to explore the attitudes and perceptions of online instructors towards the use of social media in teaching and learning in East African countries Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings revealed that there exists a contextual and methodological gap relating to the attitudes and perceptions of online instructors towards the use of social media in teaching and learning in East African countries. Preliminary empirical review revealed that online instructors in East African countries perceive social media to be a useful tool in teaching and learning, as it enhances student engagement and facilitates the exchange of information and resources. Concerns about privacy, information security, and access to social media platforms were identified in some universities in the region. Positive attitudes towards the use of social media in teaching and learning were found in most of the studies reviewed. Unique Contribution to Theory, Practice and Policy: The Technology Acceptance Model (TAM), Social Presence Theory and Community of Inquiry (CoI) Framework may be used to anchor future studies on the attitudes and perceptions of online instructors towards the use of social media in teaching and learning in East African countries. Universities in East African countries should develop policies and guidelines on the use of social media in teaching and learning. Online instructors should be provided with training and support on how to use social media effectively in teaching and learning. Universities in the region should invest in social media technologies to enhance the teaching and learning experience for students.
{"title":"Attitudes and Perceptions of Online Instructors towards the Use of Social Media in Teaching and Learning in East African Countries","authors":"J. Kimani","doi":"10.47604/ijodl.2000","DOIUrl":"https://doi.org/10.47604/ijodl.2000","url":null,"abstract":"Purpose: The aim of this study is to explore the attitudes and perceptions of online instructors towards the use of social media in teaching and learning in East African countries \u0000Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. \u0000Findings: The findings revealed that there exists a contextual and methodological gap relating to the attitudes and perceptions of online instructors towards the use of social media in teaching and learning in East African countries. Preliminary empirical review revealed that online instructors in East African countries perceive social media to be a useful tool in teaching and learning, as it enhances student engagement and facilitates the exchange of information and resources. Concerns about privacy, information security, and access to social media platforms were identified in some universities in the region. Positive attitudes towards the use of social media in teaching and learning were found in most of the studies reviewed. \u0000Unique Contribution to Theory, Practice and Policy: The Technology Acceptance Model (TAM), Social Presence Theory and Community of Inquiry (CoI) Framework may be used to anchor future studies on the attitudes and perceptions of online instructors towards the use of social media in teaching and learning in East African countries. Universities in East African countries should develop policies and guidelines on the use of social media in teaching and learning. Online instructors should be provided with training and support on how to use social media effectively in teaching and learning. Universities in the region should invest in social media technologies to enhance the teaching and learning experience for students. \u0000 ","PeriodicalId":396905,"journal":{"name":"International Journal of Online and Distance Learning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128878642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The purpose was to assess the influence of the provision of tutorial support services on learner participation in distance learning programmes in the College of Education, University of Rwanda. The objectives were to establish the extent to which scheduling of tutorial meetings for face-to-face classes influence learner participation in distance learning programmes: assess whether provision of career guidance and counselling services influence learner participation in distance learning programmes; establish the extent to which scheduling of workshops and seminars influence learner participation in distance learning programmes; assess whether scheduling of peers meeting for discussion and interaction influence learner participation in distance learning programmes and to establish the extent to which library services influence learner participation in distance learning programmes. Methodology: The methodology utilized both quantitative and qualitative approaches and embraced by a cross- sectional study design which was employed to collect data from the six selected Distance learning centers in the college of Education. A sample study comprised of 315 students out of 1,474 that formed the target population. Findings: Findings showed that provision of tutorial support services positively and significantly influence learner participation in the distance learning as indicated by regression coefficient of β= 270.222 t= 6389, p= 0.000 <0.05). Therefore, the null hypothesis H: was rejected and the alternative (H₁) was accepted that provision of tutorial support services have no significant effect on learner participation in the distance learning in the College of Education. Even though, findings from the study provide a strong indication that learner participation is influenced by tutorial support services such as scheduling of tutorial meeting face-to-face classes, provision of career guidance and counselling services, scheduling of the workshops and seminars, scheduling of peers meeting for discussion and interaction and library services, they are inadequate. In addition, the study did not find scheduling of workshops and seminars, as well as provision of career guidance and counselling services indicators to be statistically significant. Unique Contribution to Theory, Practice and Policy: The unique contribution for this study in practice is that the University of Rwanda should lay down practical strategies of providing the necessary support services to learners and ensuring that digital technologies are enhanced to enable them to effectively and efficiently participate through discussions and interactions amongst themselves. In theory, this study will open up new room for academic discussions in the pedagogic perspectives and to policy imperatives, the government should find funding mechanisms on what works well for the successful delivery of distance learning programmes.
{"title":"Institutional Provision of Tutorial Support Services – A prerequisite in Influencing Learner Participation in Distance Learning Programmes: The Case of Distance Learning Students Undertaking Diploma Course in Selected Distance Training Centers of the Coll","authors":"Gahima Evariste, Bowa Omondi, P. Kithung'a","doi":"10.47604/ijodl.1533","DOIUrl":"https://doi.org/10.47604/ijodl.1533","url":null,"abstract":"Purpose: The purpose was to assess the influence of the provision of tutorial support services on learner participation in distance learning programmes in the College of Education, University of Rwanda. The objectives were to establish the extent to which scheduling of tutorial meetings for face-to-face classes influence learner participation in distance learning programmes: assess whether provision of career guidance and counselling services influence learner participation in distance learning programmes; establish the extent to which scheduling of workshops and seminars influence learner participation in distance learning programmes; assess whether scheduling of peers meeting for discussion and interaction influence learner participation in distance learning programmes and to establish the extent to which library services influence learner participation in distance learning programmes. \u0000Methodology: The methodology utilized both quantitative and qualitative approaches and embraced by a cross- sectional study design which was employed to collect data from the six selected Distance learning centers in the college of Education. A sample study comprised of 315 students out of 1,474 that formed the target population. \u0000Findings: Findings showed that provision of tutorial support services positively and significantly influence learner participation in the distance learning as indicated by regression coefficient of β= 270.222 t= 6389, p= 0.000 <0.05). Therefore, the null hypothesis H: was rejected and the alternative (H₁) was accepted that provision of tutorial support services have no significant effect on learner participation in the distance learning in the College of Education. Even though, findings from the study provide a strong indication that learner participation is influenced by tutorial support services such as scheduling of tutorial meeting face-to-face classes, provision of career guidance and counselling services, scheduling of the workshops and seminars, scheduling of peers meeting for discussion and interaction and library services, they are inadequate. In addition, the study did not find scheduling of workshops and seminars, as well as provision of career guidance and counselling services indicators to be statistically significant. \u0000Unique Contribution to Theory, Practice and Policy: The unique contribution for this study in practice is that the University of Rwanda should lay down practical strategies of providing the necessary support services to learners and ensuring that digital technologies are enhanced to enable them to effectively and efficiently participate through discussions and interactions amongst themselves. In theory, this study will open up new room for academic discussions in the pedagogic perspectives and to policy imperatives, the government should find funding mechanisms on what works well for the successful delivery of distance learning programmes.","PeriodicalId":396905,"journal":{"name":"International Journal of Online and Distance Learning","volume":"365 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127581268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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