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Journal of Digital Learning and Education
Published by MO.RI Publishing
ISSN : -     EISSN : 27764060     DOI : https://doi.org/10.52562/jdle
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Digital Learning and Education (JDLE) aims to provide a forum for researchers, educators, teachers, trainers and other practitioners to present their latest research papers, case studies, reviews, and short communications in the field of Digital Learning and Education. The journal contributes to the development of both theory and practice in the field of digital learning and education. JDLE committed to publishing significant, high-quality research in the field of Digital Learning and Education through a fair, rapid and rigorous peer-review process that is overseen by a team of professional editors. The scopes of the journal include, but are not limited to, the following topics: E-learning: Academic Participation and Freedom E-Learning Effectiveness and Outcomes E-learning Evaluation and Content E-Learning Platforms E-Learning Strategies Social Benefits of e-Learning Educational theory; concept and models Educational management Inovation in education MOOCs (Massive Open Online Courses) Blended Learning Digital Classrooms Mobile Learning Web-based Learning Self-learning Integrated Methodology Virtual Learning Environments Development of digital teaching materials Multimedia in e-Learning 3D and animation learning media Computer Aided Assessments Practices and Cases in Education Classroom Action Research
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 79 Documents
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Adapting Education: Navigating Hybrid Classrooms in The Post-Pandemic Era Monika, Yunias; Kristanto, Septian Bayu
Journal of Digital Learning and Education Vol. 4 No. 2 (2024): AUGUST
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v4i2.1275

Abstract

Hybrid classrooms are designed to support collaborative learning experiences. This concept encourages students to actively engage within learning communities. This study investigates the applicability of hybrid classrooms in a university. Researchers utilized a CoI questionnaire adapted from Swan et al., (2008). It contains 36 items, all measured on a 4-point Likert scale. The questionnaires measure the three components of the CoI model. The participants consisted of accounting students who enrolled in Taxation courses in 2023, totaling 140 individuals. This result finds that students have effective social interaction, active engagement, and critical inquiry in the hybrid classroom. Students expressed a positive sentiment towards the hybrid classroom. The hybrid classroom undeniably has great potential for a flexible learning model for both students and educators in the future. While this study offers valuable insights into the perceptions of students regarding the hybrid classroom, the limitations, lack of demographic data, reliance on self-report measures, and absence of qualitative data, must be acknowledged when interpreting the findings.
The Use of Artificial Intelligence in Academic Writing: What is Ethical and What is Not Mwita, Kelvin M; Mwilongo, Nivad H
Journal of Digital Learning and Education Vol. 5 No. 1 (2025): January-April
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v5i1.1318

Abstract

This study aimed at assessing the use of artificial intelligence in academic writing by identifying ethical and unethical practices in the use of the technology. Ethics in academic writing has to do with principles and practices which academics have to apply and use to promote honesty and integrity in preparation and dissemination of their scholarly works. The study used qualitative research that uses in-depth interviews to collect data from academicians working in three higher learning institutions in Tanzania. A total of 17 academicians were sampled with the use of purposive sampling technique. A sample size of 17 was determined by the saturation principle.  Thematic analysis was used to analyze collected data. The study identified seven ethical practices which are brainstorming research ideas, identifying relevant models/frameworks/theories, reading concepts generated by AI, editing and proofreading, data analysis and translation. Three unethical practices were identified which include not acknowledging the use of AI, overreliance on AI and using AI to fabricate data. The line between ethical and unethical practices is drawn by considering the extent to which AI assisted a researcher in writing academic documents. This extent may be determined by examining whether what AI did in a particular academic work could have been done by asking for assistance from a natural person and whether what AI did could have been done by any other technology which is acceptable in academic writing. The study recommends various measures to be undertaken to avoid malpractices in academic writing.
Education as a Science and Its Relevance in the Digital Era Amanda, Restu Rizki; Supriadi, Udin; Budiyanti, Nurti; Anugrah, Eri
Journal of Digital Learning and Education Vol. 5 No. 1 (2025): January-April
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v5i1.1356

Abstract

Although education has long been recognized as a science, the advent of the digital era has introduced new challenges regarding its relevance and effectiveness in preparing learners to meet the ever-changing demands of the workforce. Many educational institutions have not yet fully integrated digital technology optimally into the learning process, resulting in a gap between educational theory and its application in a digital context. This study aims to explore the extent to which education as a science can adapt to the developments of the digital era and how the education system can respond to the growing need for digital skills among learners. This research utilizes data sources based on literature from previous relevant studies. The article employs a qualitative approach with a literature review method to analyze the research themes. The process begins with the identification of relevant topics, followed by the collection of various literature sources. The researcher then analyzes the data to identify significant patterns and themes. The analysis results are synthesized by integrating findings from various sources, yielding a comprehensive understanding. This study demonstrates that education as a science has significant potential to adapt to the digital era. Therefore, the current education system needs to innovate and transform to meet the digital skill requirements of learners. This research implies the necessity for educational responsiveness, emphasizing the need for collaboration between curriculum developers and education practitioners to ensure that education not only keeps pace with technological advancements but also provides relevant and adaptive skills.
Mindmeister’s Influence on 4C Skills in Indonesian Subject Grade 6 Elementary School in Surabaya Yoedo, Yuli Christiana; Octaviani, Anita; Puspitasari, Dani
Journal of Digital Learning and Education Vol. 5 No. 1 (2025): January-April
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v5i1.1376

Abstract

This study aims to determine the influence of MindMeister on 4C skills in the Indonesian language subject in grade 6 elementary school in Surabaya. A combined research method was used, involving data collection carried out through in-depth interviews with students, observation, taking pre-test and post-test scores 3 times each in the control class and experimental class. Quantitative results showed no significant effect of using MindMeister on 4C skills (significance values of 0,100 > 0,05). However, the qualitative result based on the student's perspective gained through interviews and observations is that most students can apply 4C skills while using MindMeister. In conclusion, it is proposed that MindMeister may influence 4C skill levels in the Indonesian subject in this particular context. It is hoped that these findings contribute to the use of MindMeister in other subjects in any grade of elementary school in Indonesia.
Harnessing Generative AI in Higher Education: Opportunities, Challenges, and Ethical Imperatives Ravichandran, R.; Sasikala, P.
Journal of Digital Learning and Education Vol. 5 No. 1 (2025): January-April
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v5i1.1455

Abstract

Generative Artificial Intelligence (AI) is poised to transform higher education, particularly in complex and diverse contexts such as India. This article critically examines the potential of generative AI to address longstanding challenges, including the digital divide, the need for scalable personalized learning, and the evolving role of educators. It explores how AI tools can enhance student engagement, support teacher empowerment, and enable inclusive learning, especially in under-resourced settings. The paper also interrogates key ethical concerns, such as academic integrity, data privacy, algorithmic bias, and equity, while analysing current government initiatives aimed at responsible AI adoption. Drawing on global comparisons and field-based perspectives, the article presents a balanced analysis of both the opportunities and limitations of AI in Indian higher education. It concludes by offering practical recommendations for policy, pedagogy, and future research to foster a more equitable, AI-enabled academic ecosystem
Patronage and Use of Library Resources among Gen Z Undergraduates in Nigerian Universities Okwu, Emmanuel; Oyighan, Diseiye; Oladokun, Bolaji
Journal of Digital Learning and Education Vol. 5 No. 1 (2025): January-April
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v5i1.1492

Abstract

This paper investigates the patronage and use of library resources among Generation Z undergraduates in Nigerian universities. With the increasing influence of digital technologies, academic libraries face challenges in maintaining relevance for Gen Z students, who exhibit a strong preference for digital platforms and self-directed learning. The study aimed to determine the extent of library patronage, identify frequently used library resources, analyze factors influencing library use, explore the role of digital alternatives, and suggest strategies to enhance library engagement. A cross-sectional descriptive survey was employed, targeting undergraduates from five Nigerian universities. Data were collected using a structured questionnaire based on a four-point Likert scale, and responses from 219 students were analyzed using descriptive statistics. Findings revealed low levels of library patronage, with students favoring digital resources, social media, and e-learning platforms over traditional library services. No single library resource was frequently utilized, with institutional repositories and thesis collections being the most accessed. Key factors influencing non-use included limited accessibility, inadequate ICT infrastructure, and inconvenient library hours. Students strongly advocated for digital transformation, recommending social media integration, AI-driven assistance, and mobile-friendly library services. The study concludes that academic libraries must modernize their services to align with Gen Z’s digital preferences. Recommendations include expanding digital resources, improving ICT infrastructure, integrating social media, and personalizing library services to enhance user engagement and relevance.
Learner Support Systems in Distance Learning Education Systems (Comparative Analysis of VU and AIOU) Attiq-ul-Rehman, Ahmad; Shahzadi, Amina
Journal of Digital Learning and Education Vol. 5 No. 1 (2025): January-April
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v5i1.1507

Abstract

This examine sightsees and equates the learner assist systems at Virtual University (VU) and Allama Iqbal Open University (AIOU) in Pakistan, focusing on their effectiveness in talking the desires of distance newbies. The number one independent is to evaluate how these structures differ in structure, delivery, and consumer-friendliness, and to assess their strengths and obstacles in facilitating pupil appointment, retention, and academic success. A mixed-strategies method is used, combining quantitative surveys, qualitative semi-based interviews, recognition organization discussions, and observations. Virtual Learning Management System (LMS), with over 85% of respondents indicating satisfaction with the availability of course materials. AIOU’s hybrid model obtained combined reviews, with 70% of college students knowing the significance of its nearby take a look at centers and conventional broadcast strategies in addressing technological gaps in rural areas. The findings monitor that VU’s completely digital version excels in scalability and correctness however faces demanding situations in terms of virtual inequality, with college students in rural and underserved areas suffering with internet access and restrained communique with teachers. AIOU’s hybrid model, combining conventional face-to-face help with virtual assets, is more inclusive, mainly for college students in faraway regions, but suffers from inconsistencies in useful resource allocation and logistical disorganizations. The take a look at highpoints the rank of addressing the digital divides and suggests that a hybrid method, integrating the strengths of both models, should higher meet the diverse needs of newbies. The research donates to the broader discourse on distance schooling in Pakistan and offers references for a hit learner guide structures to beautify scholar success and appointment. The study also opens avenues for future studies at the lengthy-time period impact of various learner help models and the way they may be tailor-made to cope with diverse pupil wishes crossways socio-economic and geographic contexts. This study provides essential new facts for the Application & improvement of learner help machine in Pakistan and different comparable international instances. It is likewise highlights how innovation distances mastering can enhance accessibility and inclusivity for all college students.
Neutrosophic Clustering in Adaptive AI Learning for Students with Down Syndrome Lutfi, Rania
Journal of Digital Learning and Education Vol. 5 No. 1 (2025): January-April
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v5i1.1539

Abstract

Students with Down syndrome respond positively to adaptive AI learning systems, but existing models struggle to effectively accommodate their unique challenges in working memory and attention control. These limitations stem from rigid clustering methods, which fail to personalize learning pathways according to the individual cognitive needs of students. This paper proposes a theoretical framework integrating Neutrosophic C-Means Clustering (NCM) into adaptive AI for special education. Grounded in cognitive theories on Down syndrome, the framework applies neutrosophic logic to refine membership functions truth, indeterminacy, and falsity and categorizes errors into conceptual, procedural, and attentional clusters. Rather than treating engagement as a fixed metric, this framework reinterprets indeterminacy as a dynamic state, allowing AI systems to adapt to variations in learner responsiveness and facilitate smoother human-AI interaction. While this remains a conceptual model, it sets the stage for future AI-assisted personalized learning systems, enabling educators and AI designers to collaborate in creating more flexible, responsive, and inclusive learning technologies. Furthermore, this paper highlights key ethical concerns, including bias risks in AI-driven education and maintaining human oversight to ensure fairness and inclusivity in AI-assisted learning environments.
Learning-in-Practice: Student Teachers’ Voices Matter in Online Supervision Spaces van Wyk, Micheal; Plaatjies, Bernadictus O.
Journal of Digital Learning and Education Vol. 5 No. 2 (2025): May-August
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v5i2.1555

Abstract

Learning in practice (LiP) involves teaching practice in authentic and simulated classroom environments for student teachers to grow professionally. This study explores the experiences and perspectives of student teachers of online supervision during their school-based teaching placements, focusing on the LiP, part of Work-Integrated Learning (WIL). This exploratory study adopted the qualitative approach within a single-case study design and utilised an online videoconferencing platform to interview twenty participants. The findings reveal how these placements serve as critical sites for professional growth, allowing student teachers to bridge theoretical knowledge with practical application. The findings revealed that supervisors provided constructive feedback and enhanced student teachers’ understanding of lesson planning, presentation and assessment. Further research could explore how virtual supervision, using platforms like MS Teams, influences the professional growth of student teachers.

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