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Journal of Digital Learning and Distance Education
Published by Radinka Jaya Utama Publisher
ISSN : -     EISSN : 29646685     DOI : http://doi.org/10.56778/jdlde
Core Subject : Humanities, Science, Education, Social,
Humanities Computer Science & IT Languange, Linguistic, Communication & Media Social Sciences Other
The Journal of Digital Learning and Distance Education (JDLDE) aims to provide space for teachers, postgraduate students, Ph.D. candidates, lecturers, and researchers in publishing their work or research results. Journal of Digital Learning and Distance Education (JDLDE) publishes research results with focus and scope: information technology, digital learning, distance education, mobile learning, web-based learning, educational technology, e-learning, blended learning, digital classrooms, virtual learning, and all research aspects in digital learning, and education.
Arjuna Subject : Umum - Umum
Articles 210 Documents
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From Chalkboards to Keyboards: Exploring the Digital Competence of Educators Rural in Classrooms Jara, Airene; Pedroso, John Erwin P.
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 3 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i3.536

Abstract

This research explored the digital competence of secondary school teachers working in rural areas within the New Lucena District, Iloilo Province, focusing on how they acquire, apply, share, and communicate digital knowledge. A descriptive research design was used, involving 82 teachers with both permanent and contractual employment status. Data were gathered using an online survey administered through Google Forms. The tool assessed four key areas of digital competence: Development, Application, Sharing, Knowledge and Communication. Results indicated that these teachers generally possess a moderate level of digital skills. Many expressed confidence in using digital tools for basic tasks, though some aspects, particularly those involving interactive or collaborative applications, remain challenging for them. Descriptive statistics like mean and standard deviation were used to measure both overall digital competence and performance in each specific area. The data suggested that teachers performed best in acquiring and developing digital knowledge, while their weakest point involved using digital platforms for effective communication and teamwork. To check if the differences across these four areas were meaningful, the study made use of the Friedman test, which revealed notable variations. This points to the need for better support in certain aspects of digital skills. In view of these results, the study recommends that professional development initiatives be designed to provide teachers with more practical and hands- on opportunities for digital skills enhancement. Programs that promote peer mentoring, encourage collaborative digital projects, and improve access to up-to-date technological tools and resources could significantly help in bridging the competence gaps.
The Integration of Internet of Things (IoT) in Smart Classrooms: Opportunities, Challenges, and Future Trajectories Oise, Godfrey; Cyprian C. KONYEHA; COMFORT, Olayinka Tosin; Konyeha, Susan; Emmanueld, Chukwuma Ozobialu
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 3 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i3.537

Abstract

The integration of the Internet of Things (IoT) into educational environments signifies a transformative shift towards smart classrooms, enabling real-time data-driven instruction, environmental optimization, and personalized learning experiences. This study explores the opportunities, challenges, and future directions of IoT deployment in academic settings through a mixed-methods approach that combines quantitative analysis, qualitative interviews, and IoT-edge data assessment. Survey responses from 150 educators and interviews with 20 key stakeholders revealed significant adoption rates and pedagogical benefits, including enhanced engagement and individualized feedback. However, critical challenges such as data privacy, cybersecurity risks, limited teacher training, and infrastructure disparities hinder widespread implementation. A machine learning framework utilizing Random Forest classification was applied to a custom IoT-edge dataset, uncovering correlations between environmental variables and student behavior. High temperatures negatively affected classroom occupancy, while increased light intensity correlated with heightened engagement. Model evaluation yielded strong performance metrics, including an accuracy of 95% and an AUC of 0.99, highlighting the predictive power of features like learning outcomes and engagement scores. The findings emphasize the dual importance of technical readiness and pedagogical adaptation, advocating for policy support, ethical data governance, and teacher capacity-building to fully realize IoT’s potential in shaping adaptive, equitable, and intelligent learning ecosystems.
CIPP, Stake Model, Goal Free Model, Formative-Sumative Model (Apllications in Education) Noor, Ahmad SUGIAN; Hermina, Dina; Mof, Yahya
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 3 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i3.539

Abstract

Program evaluation is a crucial component in efforts to improve educational quality. This article examines four primary evaluation frameworks CIPP (Context–Input–Process–Product), the Stake Model (Antecedents, Transactions, Outcomes), Goal Free Evaluation, and the Formative–Summative Model and illustrates their practical applications in the field. The CIPP model provides a comprehensive evaluation guide from needs analysis through outcome measurement, supporting ongoing decision‑making. The Stake Model emphasizes both descriptive and judgmental activities across initial conditions, instructional processes, and final outcomes, offering a complete picture of program effectiveness. Goal Free Evaluation adopts a fresh perspective by observing all real impacts including unanticipated effects without being bound by formal goal statements, thereby uncovering opportunities for innovative improvements. In contrast, the Formative–Summative Model divides evaluation into formative feedback during the process and summative assessment at the end, enabling timely interventions and comprehensive outcome measurement. By understanding the characteristics and advantages of each model, educators can select or combine the most appropriate frameworks to create adaptive, responsive, and sustainable learning.
Exploring the Views of Secondary School Teachers in Greece on Interactive Educational Tools Alexandropoulos, Georgios
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 3 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i3.540

Abstract

Teachers' opinions on the use of interactive tools are divided. The purpose of this research is to find out what teachers think about the use of interactive technological tools in the learning process. Despite the potential benefits, there is still a long way to go in understanding the problems teachers face in the classroom. The research that was conducted aims to understand the obstacles, the challenges, and the general assessment of the attitude of educators. By analyzing these tools that will be built in the future, they will be even more efficient, contributing decisively to the change in the learning process. In addition, an e-solution will be proposed by creating interactive material on political poetry. Both the analysis and the research through questionnaires and interviews will pave the way for future research, extensive in sample and scope, and experimental application of interactive material in schools to improve the educational process and achieve the best possible learning outcomes.
The Impact of Exclusion on Minoritized Learners: Promoting Educational Equity as an Imperative for Sustainable Development Nwachukwu, Emmanuel Lucas; Chukwuma, Victoria Azuka; Ubani, Gift Adaoma; Nwokorie, Godson Chidi; Joseph, Christopher Chinedu
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 4 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i4.547

Abstract

Global education systems frequently fail to provide truly inclusive education for disadvantaged learners (low-income, ethnic/racial minorities), often due to systemic bias and unequal resource access. This exacerbates social inequality and limits their potential for social advancement. The purpose of this paper is to propose that equity-focused inclusive education is a strategic tool for empowering marginalized learners, thereby enhancing social mobility and promoting broader social development. The method used is a literature-based analysis to understand the issues and identify effective global strategies. The results suggest that equity interventions significantly break the cycle of social inequality and improve success for minority learners. The conclusion stresses the urgent need for widespread policy changes and a concerted effort from all stakeholders. Prioritizing inclusivity is essential to create just, socially responsible education systems that ensure all individuals have equitable opportunities to succeed.
Enhancing Arabic Speaking Skills: Pedagogical Strategies and Practical Approaches with special reference to Role-playing ZUBAIR, Dr K M A AHAMED
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 4 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i4.548

Abstract

This research investigates the development and teaching of speaking skills in Arabic language education, emphasizing effective instructional methods and the importance of continuous practice beyond the classroom. It highlights that achieving proficiency in speaking requires dedicated effort from both teachers and students, utilizing tailored strategies to meet learners' needs. Drawing from extensive literature and pedagogical theories, the study underscores active participation, regular practice, and proper evaluation as key components for improving oral communication. At the New College, Chennai, under the University of Madras, Arabic teaching aims to enhance students’ understanding of texts and their overall language skills—listening, speaking, reading, and writing. However, traditional teaching methods, primarily lecture-based, limit student engagement and reduce motivation to communicate. To address this issue, the study explores the implementation of role-playing strategies, which are highly effective for developing speaking skills by fostering active participation and confidence. The research involved third-year Arabic students and followed two cycles, each with planning, implementation, observation, and reflection phases. Findings reveal that role-playing activities significantly boost students’ speaking abilities, helping them feel less embarrassed and more fluent. Students also work collaboratively, gaining confidence through acting and active engagement in class. Overall, the study demonstrates that incorporating interactive methods like role-playing can substantially improve Arabic speaking skills, encouraging more dynamic and motivated language learning environments. The results suggest that adopting such strategies can lead to more effective language instruction and greater student success in oral proficiency.
Online Activism Through Social Media Engagement of Community Youth Leaders from a Teachers College Quimba, Chris Gem; Pilarta, Jorlyn; Luengas, Donn Krisry; Pedroso, John Erwin
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 4 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i4.552

Abstract

Social media has continuously emerged as a transformative platform for youth civic engagement, enabling young leaders to participate in public discourse, advocate for causes, and shape community narratives. The aim of this study is examine how Filipino community youth leaders, specifically Sangguniang Kabataan (SK) Chairpersons, approach their social media engagement in relation to online activism. Employing a qualitative narrative inquiry approach grounded in Social Constructionism, this research captures the lived experiences of student leaders from a teachers' college. A semi-structured interview guide distributed through Google Forms was used to collect data through written interviews, enabling participants to provide in-depth, reflective answers. Findings reveal three major themes: (1) Crafting an Online Identity, where digital spaces allow for both personal self-expression and public image building; (2) Reimagining Activism Online, wherein social media actions become meaningful forms of civic participation; and (3) Developing Purpose in Activism, highlighting how pivotal events, emotional connections, and leadership roles deepen commitment to advocacy. These themes highlight how social media engagements strongly influence the political activities of community youth leaders, thus encouraging them to engage in digital forms of activism. These findings demonstrate that youth engagement online can evolve into reflective and sustained activism, underlining the role of social media as both a platform and a catalyst for youth-driven civic leadership in the digital age.
AI in Action: Exploring Practice Teachers' Integration of Artificial Intelligence in Lesson Demonstrations Pusoc, Jeric; Luague, Nicole; Morata, Jessa; Pedroso, John Erwin
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 4 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i4.555

Abstract

Artificial Intelligence (AI) plays a crucial role in our ever-evolving digital world. It benefits 21st-century citizens by offering a wide range of tools that drive technological advancements across various fields, including medicine, science, and, most importantly, the educational landscape. The integration of AI in education supports practice teachers by enabling innovative teaching practices, personalized learning experiences, and data-driven decision-making. Accordingly, this study explored the integration of artificial intelligence into the lesson demonstrations of practice teachers. It is anchored in George Siemens’ Connectivism Theory, which posits that knowledge is distributed across networks and that learning occurs through connections between people, ideas, and resources. Employing a descriptive qualitative approach, the study identified five major themes and fourteen subthemes. Findings conclude that AI serves as a transformative tool that enhances instructional design, classroom engagement, and teacher confidence when thoughtfully integrated into lesson demonstrations. It is recommended that future research involve a larger and more diverse sample and explore broader dimensions of AI in education to deepen understanding and support effective implementation.
Generation Z’s Views on the Ethical Use of Artificial Intelligence Tools in Accomplishing Academic Outputs LLANES, NELJHON PHILIP; Talamor, Miles Aishley; Jaspe, Shiena Marie; Pedroso, John Erwin
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 4 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i4.557

Abstract

The advent of technology has served as the fount of the emerging Artificial Intelligence tools, now often used in the field of academe benefiting students with the ease to accomplish academic tasks. While several people are confused about the different risks and benefits of using AI tools, this study highlights how students who are categorized as Generation Z view the ethical use of AI tools in accomplishing their academic outputs. A qualitative research design is used with the participation of the ten (10) AI-experienced students from WVSU - Integrated Laboratory School via purposive sampling. Despite AI’s ambivalence, results revealed that they view AI tools as a helpful tool for academic success which has a corresponding responsibility, discipline and orientation. This opens up the necessity for the institutions to provide and strengthen clear ethical guidelines, policies and digital literacy programs to preserve academic integrity as AI tools advance nowadays.
Leveraging Artificial Intelligence for Transformative Religious Studies Education Curriculum in Nigeria: Teachers' Perspectives Nwadiokwu, Christiana N
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 3 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i4.559

Abstract

This study aimed to explore teachers' perspectives on the integration of Artificial Intelligence (AI) in Religious Studies Education Curriculum in Nigeria, with a focus on the potential benefits and challenges of AI integration. The study employed a survey research design, collecting data from 1000 teachers in Nigeria using a self-developed questionnaire.The study's conclusions show that while teachers view AI as a useful tool to enhance Religious Studies Education teaching methods, they also voice concerns about the lack of support and training for integrating AI, the possible dangers of relying too much on technology, and epistemic limitations. The report also suggests methods for integrating AI effectively, such as creating a comprehensive strategy that strikes a balance between the advantages of AI and the need for critical thinking, human contact, and spiritual development. The study comes to the conclusion that while AI has the potential to improve Religious Studies education, educators and policymakers must carefully weigh the advantages and disadvantages of integrating AI to make sure that it helps students develop their critical thinking, spiritual literacy, and problem-solving abilities.. Based on the findings, the study recommends that educators develop a holistic approach to AI integration, teach AI literacy, and ensure data privacy and security, while policymakers provide training and support for teachers and develop guidelines for AI integration. By understanding teachers' perspectives and developing effective strategies for AI integration, educators can promote deeper learning, spiritual growth, and critical thinking in students.

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