Purpose Open and distance learning (ODL) has become an effective means of expanding access to higher education. The present study attempts to analyze the impact of postgraduate ODL programs in empowering female students in Assam, taking into consideration economic empowerment, educational empowerment, social empowerment and technological empowerment, grounded in empowerment theory, which emphasizes increased access to resources, agency and capability development. Design/methodology/approach This study employed a descriptive survey research design to elicit information from 300 female postgraduates who were randomly selected from three open and distance learning institutions in Assam: Krishna Kanta Handiqui State Open University (KKHSOU), Gauhati Regional Center of Indira Gandhi National Open University (GRC-IGNOU) and Gauhati University Institute of Distance and Open Learning (GUIDOL). Findings The study revealed that ODL programs contributed significantly to the empowerment of women by improving their economic, educational, social and technological capabilities. Most of the respondents experienced the benefits of economic security, employment opportunities, increased knowledge, social status and technological awareness because of the programs. Statistical analysis showed no significant difference between general and professional programs regarding student benefits; however, some significant differences were found between institutions. The study concluded that postgraduate ODL programs play an important role in empowering women and promoting access to higher education in Assam. Research limitations/implications This study was limited to representative ODL institutions of Assam. The sample size was limited to only 300 as the response rate was significantly low compared to the completed PG learners. The intended learner respondents were selected using a random sampling technique. Practical implications ODL is crucial, as it can play a pivotal role in providing educational opportunities to deprived sections and a greater scope for skill development in chosen fields, in a self-paced and flexible manner. Therefore, every learner will need to update their prior knowledge and skills. It is also being noted that in the Indian context, women are more underprivileged and relatively deprived in accessing their educational, economic and social rights compared to their male counterparts. Therefore, it is pertinent to discuss to what extent education in general and ODL in particular can play a vital role in making women learners competent with basic skills, besides making them fit in the present technology-based society and the job market. Social implications With the help of findings of the study, the investigator came to know the benefits of the programs in changing the lives of the women learners at the personal and social levels, etc. This research work was designed to be a support for practitioners, researchers, analysts, policy makers and others to understand the efficacy of the ODL system from the perspectives of the women learners. Originality/value This paper is original in the sense that no such studies have been carried out, taking the cross-analysis among the three major ODL Institutions in Assam, India. The research helps in mapping the effectiveness of the courses, which eventually explores the level of knowledge and skills of the learners. The study will help the marginalized women to know about the benefits of the ODL courses and thereby would motivate them for taking up education through this mode. It would make people in general aware about the education through the ODL mode and their benefits.
Purpose This study is intended to explore the shift from conventional classroom delivery to smartphone-mediated digital learning in higher education of Bangladesh. Design/methodology/approach Qualitative research method was adopted for this study. For a deeper understanding of the matter, respondents were divided into three clusters. Cluster A1-students from urban areas studying in public or private universities. Cluster A2-students from rural areas studying in public universities or colleges under the national university. And Cluster B- teachers with experience in conducting online or hybrid classes. Data was collected via in-depth interviews in the form of conversations. Thematic analysis was done to present the research findings. Findings The research findings showed that the smartphone screen is now the main learning device, and learners favor low data format, asynchronous content, but it works in areas with patchy internet coverage, supported by brief playbacks of live sessions and recaps. Rural learners are often navigating multiple layers of challenge: their devices tend to be older than those carried by their urban counterparts, they generally only have mobile data connections and study spaces can be a limited luxury in the home. Institutional support, slim-bandwidth content design, accessibility features and center-aligned resource support are determinants of equitable participation. Originality/value This research argues that a mobile-first and inclusive teaching approach, supported by effective digital transformation, can help reduce existing educational inequalities.
Purpose The purpose of this study was to examine how executive function (EF) skills and academic motivation shape the adoption of deep and surface learning approaches among South African distance learning student teachers. By examining the relationships between EF, intrinsic motivation, extrinsic motivation and amotivation, the study aimed to determine how these cognitive and motivational factors interact to influence learning behaviours in a higher education (HE) environment. Design/methodology/approach An empirical investigation was conducted to survey undergraduate teaching students using a cross-sectional design. The following quantitative scales: Executive Skills Questionnaire (ESQ-R), Academic Motivation Scale (AMS-C) and Study Process Questionnaire (R-SPQ-2F) we used to collect data from participants. Findings The findings revealed that EF has no noticeable impact on surface learning but is a strong predictor of deep learning. Intrinsic motivation emerged as the greatest positive predictor of deep learning. In contrast, amotivation was the most powerful predictor of surface learning. Intrinsic motivation demonstrated a negative, non-statistically significant relationship with surface learning. Overall, the findings show that students' learning styles in distance learning are greatly influenced by their level of motivation, particularly intrinsic motivation combined with EF skills. Research limitations/implications One of the study's limitations is its primarily female sample, which restricts its applicability to other student populations and genders. Age, gender and culture were not examined separately, which emphasises the need for more varied samples in future. Reliance on self-report questionnaires may have caused bias, despite mitigation efforts, indicating the importance of mixed-methods designs for more in-depth understanding. Furthermore, the cross-sectional research design prevents inferences about changes over time; therefore, longitudinal research is suggested to better comprehend evolving associations between executive function, motivation and learning approaches. Practical implications This study suggests that distance learning institutions improve EF support, identify students with lower EF early, and provide continuous guidance to build intrinsic motivation and confidence. Efficient techniques include problem-based learning, clear study guidelines, formative feedback, visual aids, AI chatbots, electronic portfolios and communities of practice. High-quality learning management system (LMS) platforms and integrated teaching approaches that boost both intrinsic and extrinsic motivation are essential. Strong EF support is essential to prevent students from dropping out and promoting deep learning in South Africa's distance learning environment. These results can guide focused instruction and interventions to improve students' academic performance and self-control. Social implications In the South African distance learning setting, effective EF support is critical to avoid dropout and enhance deep learning. The results can inform specific interventions and training to promote students' self-regulation and academic success. It is evident that without strong executive function and motivation support, distance learning may expand current educational inequalities, especially for students with weaker EF skills or restricted self-directed learning experience. Enhancing EF, motivation and support can lower the likelihood of dropout; encourage equal participation; and improve students' self-esteem, independence and future academic performance. Originality/value This study is unique and valuable since it investigates how various forms of motivation and executive function interact to influence both surface and deep learning among South African distance learning student teachers, a population that has not received sufficient attention. Recognising the relationship between EF, a deep learning approach and academic motivation are essential to helping students succeed in a demanding context like HE. Finally, this study contributes to current theoretical perspectives like self-regulating approaches and SDT by showing that motivation and cognitive processes are inter-related as opposed to acting separately.
Purpose Research on generative AI (GenAI) in higher education has largely focused on teaching. A gap remains in understanding its impact on teaching and research among education faculty who shape pedagogy and prepare future educators. This study explored how faculty in colleges and schools of education interpret GenAI's influence on their scholarship and the broader higher education landscape. Design/methodology/approach A convergent mixed-method design was employed. Sixty-nine faculty from 15 higher education institutions in Florida completed an online survey, and a sub-sample of eight GenAI users participated in semi-structured interviews. Quantitative and qualitative data were analyzed separately and integrated to identify convergence, divergence and complementarity. Findings Convergence emerged around efficiency gains and ethical concerns, with participants reporting time-saving benefits in lesson planning, assessment design and literature review processes. Qualitative findings complemented these results by revealing selective integration into teaching, research workflows and student support practices not captured in the survey. Partial convergence appeared in innovation, teaching quality and student engagement. Divergence emerged between users and non-users, with users describing more experience-based use and non-users emphasizing potential risks. Participants highlighted concerns about hallucinations, academic integrity and limited institutional guidance. Originality/value Findings suggest that education faculty conceptualized GenAI as a double-edged technology that enhances efficiency while introducing ethical and pedagogical tensions. The study captured a transitional phase in which faculty are moving beyond experimentation toward more intentional integration that is reshaping scholarly workflows and roles. Future research should examine how institutional supports and increasingly agentic AI capabilities may influence practice and teacher–student relationship.
Purpose The study aims to systematically review and synthesize findings from peer-reviewed empirical and conceptual studies published between 2020 and 2025 to examine how AI is presently conceptualized, designed and enacted within distance education learning environments. Design/methodology/approach This review employed a systematic synthesis approach to examine how AI is conceptualized, implemented and studied within distance education contexts. In total, 56 peer reviewed articles were included in the systematic review. The process proceeded in iterative phases. Each article was read in full, with analytic notes created to capture research purposes, AI functions, learning contexts, methodological approaches, findings and implications. Particular attention was given to how the studies conceptualized the role of AI, whether as a tutor, tool, assessor, collaborator, facilitator of self-regulation or institutional mechanism, and how these conceptualizations aligned with distance education delivery. Four interconnected themes that structure discourse on AI in distance education emerged from the review. Findings The review identifies four interrelated themes that capture the evolving role of AI in distance education: (1) AI-driven personalization, learner modeling and adaptative support; (2) AI-mediated assessment, feedback and learning facilitation; (3) human–AI interaction, learning processes and pedagogical transformation and (4) AI governance, fairness, integrity and equity. Research limitations/implications A primary limitation concerns the limited number of studies included in this synthesis. Because the 56 articles included in this review were preselected and provided in full text, the analysis does not claim to represent the entirety of global research on AI in distance education during the period under study. While this approach enabled deep examination in education, it may omit relevant studies published in adjacent fields or disciplinary contexts. Future research would benefit from systematic searches across broader databases and inclusion criteria that capture emerging work in related domains such as computational education research, human–computer interaction and learning sciences. A second limitation is the lack of longitudinal evidence. Most studies reviewed relied on short-term interventions or cross-sectional data, making it difficult to assess the sustained effects of AI on learning, motivation or institutional practices. Longitudinal research is needed to understand how learner's relationships with AI evolve over time, how instructors adapt their pedagogical strategies in response to AI integration, and how institutional policies shift as AI becomes more entrenched in distance education environments. Practical implications In addition to the four themes used to guide discourse involving AI and distance education, what emerges from this systematic review is an understanding that the impacts of AI in distance education extend far beyond technological features. AI reorganizes relationships among learners, teachers and institutions, requiring new pedagogical competencies, new forms of collaboration and new frameworks for accountability. For distance education, long committed to principles of access, flexibility and learner empowerment, the challenge is to integrate AI in ways that uphold these values while leveraging the technology's potential to support high-quality learning. Social implications Educators and institutions must adopt intentional, theory-informed and ethically grounded approaches to AI design and implementation. They must cultivate AI literacies among learners and instructors, develop governance structures that focus on fairness and transparency and invest in research that examines AI's long-term effects on learning and teaching. Through such efforts, the field can move toward forms of AI integration that enhance rather than compromise the core mission of distance education. Originality/value The rapid expansion of AI in distance education presents both transformational opportunities and profound responsibilities. By synthesizing evidence across diverse contexts and methodological traditions, this review provides a foundation for navigating these complexities and for shaping the future of AI-enabled distance education in ways that are pedagogically sound, ethically responsible and attuned to the needs and agency of learners.
Purpose Research on student learning outcomes in online versus in-person courses has yielded mixed results, with contextual and individual-level factors playing an important role in shaping student experiences. The present study examined differences in cognitive, social and self-growth learning outcomes and overall course satisfaction between online and in-person college courses, while also investigating the relationships between emotion regulation (ER), self-directed learning behaviors (SDLBs) and sleep quality with these outcomes. Design/methodology/approach The current study evaluated student learning outcomes and self-reported course satisfaction in online and in-person college courses through the collection of online survey data with undergraduate students (N = 159). ER, SDLBs and sleep were also assessed using previously validated measures. Findings Learning outcomes and satisfaction were significantly higher for in-person courses than online courses, and SDLBs were related to better learning outcomes and higher satisfaction in both formats, especially social learning outcomes in in-person classes. Sleep quality was associated with satisfaction in online courses specifically. Although ER was not directly associated with learning outcomes or satisfaction in either format, it was significantly correlated with both SDLBs and sleep, suggesting that ER may exert an indirect influence on academic outcomes through these variables. Originality/value These results underscore the importance of self-directed learning in student success, regardless of format, and suggest that while online courses may be convenient, traditional settings may offer more robust learning experiences for many students.
This study aims to examine factors that could explain employees' behavioral intention to use e-learning in the banking workplace in Tanzania. By extending the Technology Acceptance Model (TAM), it incorporates other related factors, like management support, content quality, computer self-efficacy, and subjective norms. The research model and hypotheses were tested by applying partial least square-structured equation modeling to data collected from 239 employees working in the banking sector in Tanzania. The results showed that management support and content quality, perceived usefulness, and perceived ease of use positively affect the usage intention of e-learning for employees in the banking workplace. Second, subjective norms and computer self-efficacy indirectly influenced employees' intention to use e-learning through perceived ease of use. Lastly, perceived usefulness was neither impacted by computer self-efficacy nor subjective norms. By extending the Technology Acceptance Model, this study provides novel empirical data on workplace contexts, contrasting with Tanzania's education-centric research, as well as a comprehensive understanding of the factors influencing intention to use e-learning among employees in the banking industry. Researchers can build upon this to explore other potential factors in different settings. This study offers a novel contribution by extending TAM to Tanzania's banking workplace, providing robust empirical evidence that external factors like management support and content quality drive perceived usefulness, unlike prior education-focused studies, filling a gap in underexplored workplace e-learning in developing countries. It delivers practical, actionable insights for organizations and policymakers to enhance e-learning utilization.
While research has shown a positive correlation between instructor presence and student learning outcomes, the role of instructor synchronous activities in online courses remains underexplored. This review addresses that gap by critically evaluating the literature on synchronous instructor presence and its impact on student learning. Originally intended as a meta-analysis, this review followed a systematic search process aligned with the US Department of Education (2020) and the PRISMA guidelines (Page et al., 2021). Due to a limited number of studies on synchronous instructor presence, inconsistent definitions, diverse study designs and variable outcome measures, meta-analysis was deemed unfeasible. The review proceeded as a critical synthesis of the existing research. From the initial pool of 7,591 studies published between 2010 and 2022, only ten met the criteria for inclusion in the critical review: seven examined course grades and three examined grade distributions. None satisfied the stricter criteria for meta-analysis. Most studies lacked a standardized definition, valid effect size reporting and consistent methodological rigor. This review highlights a significant gap in the current evidence and calls for more robust, clearly defined and methodologically sound research on synchronous instructor presence. It underscores the need for improved reporting practices to enable future meta-analyses and evidence-informed practice in online education.
Black and Hispanic or Latinx women remain significantly underrepresented in leadership roles in academic medicine. This study examined whether statistically significant differences exist between these groups in their use of transformational, transactional, and passive or avoidant leadership styles. The aim was to expand understanding of leadership dynamics within minority women administrators and inform more inclusive leadership development practices. Using a quantitative quasi-experimental design, 131 women administrators who self-identified as Black or Hispanic or Latinx completed the Multifactor Leadership Questionnaire Form 5X. Participants were recruited through convenience and snowball sampling. Independent samples t-tests were conducted to compare leadership style scores across the two groups. Significant differences emerged across all three leadership styles. Hispanic or Latinx administrators reported higher transformational, transactional, and passive or avoidant leadership scores than Black administrators, with effect sizes ranging from small to large. Additional variation within the Hispanic or Latinx subgroup was also observed, particularly in transformational leadership. This study contributes new evidence about intra-group leadership differences among minority women in academic medicine, a demographic often studied as a single category. By identifying distinct leadership patterns between Black and Hispanic or Latinx women, the research challenges assumptions of homogeneity and underscores the need for leadership development and mentoring programs that recognize the diverse experiences of women of color in academic medicine.
This study aimed to validate a survey instrument designed to measure instructor social connectedness in online higher education. Specifically, this study aimed to assess the extent to which this instrument could accurately predict students’ satisfaction, motivation and perceived learning. By examining the constructs within the FORCES framework – Feedback, Organization, Response time, Communication, Empathy and Sociability – this study seeks to determine the effectiveness of these facilitation strategies in fostering meaningful instructor-student connections, thereby enhancing the overall online learning experience. Research Questions (1) Does the FORCES instrument reliably measure instructor social connectedness in distance higher education? (2) To what extent does the FORCES instrument demonstrate content-related validity? (3) Does FORCES produce reasonable face validity? (4) To what extent does the FORCES instrument prove construct-related validity, as evidenced by the confirmatory factor analysis (CFA)? The survey instrument was developed based on the findings of two foundational studies (cf., Conklin & Garrett Dikkers, 2021, 2022). These qualitative studies investigated instructor social connectedness and strategies facilitating connectedness between instructors and students in asynchronous online learning environments. Based on a review of the two foundational studies, the research team crafted survey items to assess the impact of the FORCES framework on student satisfaction, motivation and perceived learning. Content experts reviewed the initial survey items to ensure the instrument's content validity. The survey items were further refined based on qualitative feedback from students. FORCES demonstrated excellent reliability, with high internal consistency across all subscales (a = 0.92–0.96) and the full scale (a = 0.98), exceeding accepted standards. Content validity was supported through expert review, resulting in revisions for clarity and relevance while retaining organization as a facilitation component based on prior research. Face validity was confirmed through student think-aloud reviews, leading to minor wording enhancements. Construct validity was supported by confirmatory factor analysis, indicating strong model fit (CFI = 0.965; SRMR = 0.036) and significant factor loadings, though high correlation between empathy and sociability suggests potential subscale overlap. This study has several limitations. The sample was limited to two southeastern U.S. universities, restricting generalizability; future research should include more diverse institutional contexts. Reliance on self-reported data may introduce response bias, suggesting the need for observational or behavioral measures. Although CFA supported the six-factor FORCES framework, high correlations between Empathy and Sociability indicate potential construct overlap, warranting further examination. Finally, this study focused on student perceptions; future research should explore instructor perspectives and use longitudinal designs to examine long-term outcomes such as retention and academic performance. This study highlights the importance of instructor social connectedness in online education and provides strong evidence for the reliability and validity of the FORCES framework. All subscales demonstrated high internal consistency, and CFA supported the six-factor structure, though high correlations between Empathy and Sociability suggest potential construct overlap. Course organization emerged as a key element of connectedness, with students perceiving well-structured courses as indicative of instructor care. Addressing a gap in existing measures, FORCES offers a theoretically grounded, multidimensional instrument that provides actionable insights for enhancing instructor presence and improving online learning outcomes. This study advances online learning research by introducing and validating the FORCES framework as a reliable and valid measure of instructor social connectedness. Findings indicate that FORCES predicts key student outcomes, including satisfaction, motivation and perceived learning, while offering actionable guidance for enhancing instructor presence. The results highlight the critical role of social connectedness in improving online learning quality. As online education continues to expand, the FORCES framework provides educators and institutions with a practical, evidence-based approach to fostering engagement and creating supportive virtual learning environments.
This study examines how instructor presence, engagement strategies and feedback enhance online course effectiveness, aligning with SDG4 in developing countries. This qualitative study involved 27 students and 12 teachers from private universities in Dhaka and Chattogram, selected through purposive sampling. Data were collected via interviews using in-person and video conferencing. Interview data were transcribed and analyzed thematically. Findings reveal that instructor punctuality and active involvement significantly enhance the learning environment, with virtual office hours and diverse communication methods improving accessibility. Effective management of cognitive load involves simplifying complex content and addressing technological barriers. Strategies like adapting content to local contexts and supporting self-regulated learning are crucial. Engagement practices, including interactive activities and collaborative learning, boost student motivation. Timely, constructive feedback helps students correct mistakes and stay on track. These elements collectively create a more effective and inclusive online learning experience, supporting SDG4 objectives. Delivering on SDG-4 also requires sustained investment in teacher preparation and school infrastructure, including digital connectivity and policies that enable lifelong learning, directly speaking to Targets 4.1, 4.5 and 4.c. From a developing-country perspective, this study positions instructor presence enacted through context-sensitive engagement and timely feedback, as a low-cost equity lever that manages cognitive load and strengthens student engagement in bandwidth- and infrastructure-constrained online courses.
In recent years, the growth of online education in India has underscored the critical role of telecom infrastructure as a cost-effective enabler of digital learning. This study proposes a comprehensive multi-criteria decision-making (MCDM) framework to evaluate and prioritize the key functional roles of telecom infrastructure in supporting online education. From an extensive literature review and expert consultations, 24 key roles were identified and categorized under eight functional areas. Six analysis parameters, Impact on Learning Outcomes, Cost-Effectiveness, Reach and Accessibility, Learner Engagement & Interaction, Reliability & Scalability and Conversion & Outcome Efficiency, were finalized to assess the significance of each role. The Fuzzy Analytic Hierarchy Process (Fuzzy AHP) was applied to determine the relative weights of these analysis parameters by aggregating expert judgments through pairwise comparisons. Subsequently, the Fuzzy VIKOR method was employed to evaluate and rank the key roles of telecom infrastructure. This hybrid MCDM approach enabled a nuanced prioritization based on each role's utility, regret and VIKOR index values. According to the statistics, “Affordable Access” and “Lead Capture via Telecom” are the most prominent key enablers in the growth of online education. A sensitivity analysis is performed to evaluate the robustness and validity of the findings. The results offer strategic insights for policymakers, telecom providers and educational institutions aiming to optimize digital infrastructure for more accessible, scalable and effective online education in emerging economies.
This study explores the integration of AI literacy within culturally responsive and interdisciplinary education frameworks, emphasizing its relevance for Generation Z. It aims to identify key components, challenges and implications of embedding ethical, technical and cultural dimensions into AI education. The study employed a qualitative content analysis technique. In order to identify and select information-rich cases, a semi-structured interview was conducted with 20 experts in Iran's public and private universities based on the criterion-dependent targeted sampling method. Four credibility, transferability, dependability and conformability criteria were used to increase the accuracy of qualitative. The study identified essential AI literacy competencies for Generation Z in culturally diverse digital contexts, including ethical reasoning, data awareness and critical engagement with algorithms. It also highlighted key facilitators like community involvement and multilingual resources and barriers such as limited teacher training and rigid curricula. Culturally responsive methods, including storytelling and project-based learning, emerged as effective strategies for equitable AI education. This work contributes a holistic perspective on AI literacy that bridges technical knowledge with cultural and ethical awareness. It highlights the urgent need for a unified framework, expanded research in underrepresented contexts and investment in teacher capacity. By aligning AI education with students' lived experiences and community values, the study offers a transformative vision for preparing Generation Z to navigate and shape the future of technology with empathy, responsibility and innovation.
(1) Is there a significant difference in peer connection between students who perceived their learning environment as collaborative and those who did not? (2) Does perceived collaboration impact learner motivation? (3) Are perceived learning benefits enhanced through perceived collaborative engagement. A quantitative, cross-sectional research design was adopted. A structured questionnaire was administered to 362 teacher trainees enrolled in a distance teacher education program across various regions in India. Independent samples t-tests were performed using the Social Science Statistics online calculator (https://www.socscistatistics.com/). The analysis revealed no significant difference in peer connection between distance learners in Group A and Group B. This result was somewhat unexpected, as existing literature suggests that collaborative activities typically enhance peer interaction and connectedness, particularly in traditional face-to-face learning environments (Vygotsky, 1978; Garrison & Anderson, 2003). However, in the context of distance education, learners often accept a higher degree of individual responsibility and autonomy, which may reduce the effect of community engagement. For motivation, no statistically significant difference was observed between learners who perceived their classes as collaboratively engaging and those who did not. This finding contrasts with prior studies that associate collaborative engagement with increased motivation (Ryan & Deci, 2000) and suggests that, in structured ODL teacher education programmes, motivational outcomes may be influenced more strongly by programme design, assessment structure, and instructor guidance than by perceived collaboration alone. For perceived learning benefits, no statistically significant difference was found between the two groups, although mean scores were slightly higher for Group A. This suggests that while collaborative environments may enhance the affective aspects of learning (motivation, sense of belonging), they may not automatically translate to perceived academic gains. The study was confined to learners enrolled in the Centre for Distance and Online Education (CDOE), Himachal Pradesh University. As institutional structures, learner demographics, and support mechanisms vary across universities, the findings may not be fully generalizable to all distance education institutions in India. Focus is given on one programme only, i.e. Bachelor of Education. These limitations suggest that the findings should be interpreted with caution and primarily within the context of CDOE, HPU. However, they also open avenues for future research involving longitudinal designs, multi-institutional samples and inclusion of multiple stakeholders. The findings of the study suggest that in distance education contexts, such as the Centre for Distance and Online Education, Himachal Pradesh University, enhancing peer connection does not necessarily depend on increasing the number of collaborative activities but rather on the quality of facilitation and learner support. Well-managed Personal Contact Programmes (PCPs) and skilled resource persons can foster a sense of engagement and connectedness even in the absence of intensive peer interaction. The results indicate the need for instructional designs that respect learner autonomy while offering flexible, need-based opportunities for collaboration. For administrators and policymakers, the study underscores the importance of context-sensitive policies, capacity building of teacher educators and strengthening student support services to improve the overall effectiveness of distance education programs. I have not checked. But it is my original work.
As an emerging educational technology tool, ChatGPT has gained tremendous attention in diverse fields because of its capability to generate novel content. This study used ChatGPT to support a leadership course for graduate-level students in the field of Educational Technology. This study explores the possibilities and implications of Artificial Intelligence (AI) in Educational Technology through the lens of Design Thinking (DT) theoretical framework. DT guides this study through five processes: emphasize, define, ideate, prototype, and test. This research presents the process of developing a lesson plan with ChatGPT, an AI chatbot that uses natural language processing to respond to a user’s prompts and produce humanlike conversational dialogue. An Empathy Map and Persona were used to analyze case scenarios addressing problems of practice. Canva.com was also utilized to visually construct and represent the Persona, facilitating a clearer understanding of the contextual dynamics and educational leaders’ perspectives. The researchers used various prompts on ChatGPT to create multiple lesson plans, which were refined into a single lesson plan. The final lesson plan was utilized for the graduate-level leadership course. The study’s limitations, suggestions for future studies, and implications are included.
ePortfolios are a high-impact educational practice that helps students synthesize and reflect on their learning. They are a process and a product that both generates and documents learning. This qualitative study examined how students enrolled in in-person and remote synchronous English language workshops in an English as a Foreign Language context improved their proficiency and acquired core competencies. The workshops and ePortfolio aimed to facilitate the development of English language proficiency and employer-valued, lifelong learning skills. The study was guided by three areas of research: high-impact practices, the theory of transactional distance, and the theory of self-regulated learning. Analysis of students' reflections resulted in the following themes: structure (workshops, resources, practice); dialogue (interaction, feedback, encouragement); strategies (goal setting, reflection, processes, application); competencies (English proficiency, autonomy, self-direction, critical thinking); and affective factors (confidence, personal achievement, pride), providing support for integration of the theories in the proposed model.
This study investigates self-efficacy’s role in mediating the impact of mental health issues on academic performance among 510 Ghanaian undergraduate distance learners. Using an explanatory research design, convenience sampling, and PLS-SEM for analysis, findings revealed a significant difference in academic performance between students with and without mental health issues. Mental health factors (depression, anxiety, stress) explained 3.4% of self-efficacy variance and 4.2% in academic performance, with self-efficacy partially mediating the relationship. Recommendations include integrating mental health education into distance learning, and promoting resilience through goal-setting and regular mental health seminars led by counselors in collaboration with public health providers.
This study aims to examine the conceptual transformations occurring in educational administration as a result of digital transformation. It specifically seeks to explore the lived experiences of school administrators regarding the evolution of their digital leadership competencies and the integration of digital technologies into core management processes. The research focuses on how fundamental administrative concepts such as leadership, decision-making, communication and supervision are being redefined in the digital age. A qualitative research paradigm employing a phenomenological design was adopted to capture the in-depth experiences of school administrators. Data were collected through semi-structured interviews with eight school administrators who were selected using criterion sampling based on their digital literacy, participation in digital training and postgraduate qualifications. The collected data were analyzed using thematic content analysis guided by Creswell's Data Analysis Spiral framework. The findings reveal significant conceptual and practical shifts in educational administration, categorized under three main themes: a transition to data-driven decision-making, the establishment of systematic digital data management and the adoption of multichannel communication practices. Furthermore, administrators' digital leadership was characterized by key competencies such as mentorship, proactive technological integration and fostering an innovative school culture. These competencies were found to directly contribute to enhanced institutional efficiency and organizational agility. The study provides actionable insights for educational policymakers, curriculum developers and school leaders. It underscores the need for targeted professional development programs focused on strategic digital leadership rather than mere technical proficiency. It also suggests that postgraduate programs in educational administration should revise their curricula to include courses on digital transformation, data-informed leadership and digital terminology to better prepare future leaders for the complexities of the digital era. This research contributes to the educational administration literature by providing an empirical application of Sheninger's Digital Leadership Model and Rogers' Diffusion of Innovations Theory within a phenomenological framework. By explicitly identifying and analyzing the conceptual redefinitions of core administrative terms, the study moves beyond an instrumental view of technology, offering a nuanced understanding of digital transformation as a profound strategic and cultural paradigm shift in educational governance.
This Professional Almanac identifies organizations and resources related to distance learning and educational technology that we hope you’ll find useful. We invite you to visit their websites for further information as many of the organizations hold annual conferences and other regular activities. If you have a suggestion of an organization to be added to this Professional Almanac, please email the details to Dr. Vanaja Nethi at nethi@nova.edu.
This study examines advice from educational leaders on planning for K–12 remote teaching during the COVID-19 pandemic. The authors identify key themes for accommodating disrupted schooling and preparing for future remote learning scenarios. The findings emphasized the importance of reflection and feedback, clear communication, innovation in teaching methods, and focusing on essential learning outcomes. The authors highlight the need for emergency planning, ongoing professional development, and addressing technology access issues. While the interviews were conducted in 2020, the guidance remains relevant for preparing educators to seamlessly transition between in-person and remote instruction in case of future school closures.
