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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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Influence Of Artificial Intelligence On Leadership Communication And Emotional Intelligence In Public Colleges Of Education In Plateau State, Nigeria Bashir, Aminu Suleiman; INUSA, Busa Abdul’aziz; Mahmud, Ahmed Ibrahim
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 5 (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.v4i5.579

Abstract

This study investigated the adoption of Artificial Intelligence (AI) in leadership communication and the influence of emotional intelligence on AI-driven leadership practices in public Colleges of Education in Plateau State, Nigeria. Guided by the Social Cognitive Theory and Emotional Intelligence Theory, the research employed a descriptive survey design. The target population comprised 1,150 academic and administrative staff across the state’s public Colleges of Education. A sample of 250 respondents was selected using stratified random sampling. Data were gathered through a structured questionnaire and analyzed using descriptive statistics, Pearson correlation, and multiple regression techniques to address three research questions and test three hypotheses. Findings revealed a moderate level of AI adoption for leadership communication, with respondents affirming its contribution to decision-making efficiency and communication clarity. Emotional intelligence was found to significantly moderate the relationship between AI use and leadership performance (R² = 0.453, p < 0.05). Additionally, institutional and infrastructural challenges such as inadequate training and poor internet access were statistically significant barriers to AI integration (R² = 0.465, p < 0.05). Based on these findings, the study recommends the institutionalization of AI training for leadership staff, adoption of emotional intelligence frameworks in administrative procedures, and increased investment in digital infrastructure. This study underscores the importance of combining technological advancement with emotional competence in enhancing leadership effectiveness. Strengthening AI and emotional intelligence capacity can help bridge the leadership communication gap in Nigeria’s tertiary education sector.
Opportunities and Challenges of Integrating Artificial Intelligence (AI) into Religious Education Systems: A Descriptive Study on Madrasa Education in Sri Lanka Dr. H.L.M. Mohideen
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 5 (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.v4i5.582

Abstract

Madrasa education in Sri Lanka has historically served as a basis of Islamic learning and community development, providing instruction in Qur’an, Hadith, Fiqh, Arabic, and related disciplines, while also promoting moral and spiritual formation. In recent decades, some Madrasas have incorporated secular subjects, yet they continue to face challenges such as limited resources, traditional teaching methods, and the need to balance religious authenticity with modern relevance. Simultaneously, Artificial Intelligence (AI) is transforming global education through tools such as adaptive learning platforms, intelligent tutoring systems, natural language processing, and learning analytics, which enhance personalized learning, assessment, and administrative efficiency. This study explores the integration of AI in Madrasa education in Sri Lanka, examining potential opportunities, challenges, and lessons from global experiences. Using a qualitative methodology, data were collected from primary sources through observation and discussion with teachers, administrators, and students, alongside secondary sources including scholarly literature and policy documents. Findings indicate that AI can support personalized and adaptive learning, multilingual assistance, digital Qur’an and Hadith study aids, performance tracking, and resource management. However, technological limitations, financial constraints, cultural and religious concerns, and regulatory gaps present significant obstacles. The study concludes that careful, context-sensitive integration of AI can enhance pedagogical effectiveness, administrative efficiency, and global connectivity while preserving Islamic values. Future efforts should focus on localized AI tools, teacher training, and policy frameworks to ensure sustainable and culturally appropriate adoption.
Utilizing TikTok in Enhancing Language Abilities: A Literature Review Tamaño, Lexxus Dominic
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 5 (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.v4i5.586

Abstract

This literature review examines the potentials and challenges of using TikTok as a pedagogical tool for enhancing language abilities. Drawing from studies published between 2019 and 2025, it presents research-based insights into how TikTok promotes engagement, creativity, and communication in language classrooms. The review also highlights limitations such as distraction, limited instructional depth, and the need for structured integration. Overall, this paper aims to provide educators and learners with a clearer understanding of how TikTok can be effectively utilized to support language teaching and learning. The findings suggest that while TikTok offers a highly engaging, authentic platform for practical language use and cultural exposure, its success is heavily dependent on a deliberate instructional design that mitigates distractions and integrates short-form content into broader curriculum goals. Ultimately, this review advocates for a balanced and informed approach to leveraging this popular social media platform for modern language education.
Adaptive Learning Systems: Bridging Instructional Technology and Personalized Pedagogy through Design Thinking Nwachukwu, Emmanuel Lucas; Nwamaka Goodness Egbue; Ijeoma VICTOR-NWAKAKU
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 5 (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.v4i5.588

Abstract

This review explores how adaptive learning systems, when guided by the principles of design thinking, can bridge the gap between instructional technology and personalized pedagogy. While technology continues to transform education, its impact remains limited when introduced without focus on learner-centered teaching practices. This study argues that technology alone cannot drive meaningful change in the classroom unless it is thoughtfully integrated into the learning process through pedagogical strategies informed by the needs of learners and teachers. The review examines major instructional challenges in contemporary classrooms, including large class sizes, learner diversity, insufficient digital literacy, and inadequate feedback mechanisms. It discusses how design thinking through its stages of empathizing with learners, defining their needs, generating ideas, prototyping solutions, and testing them in the classroom offers a structured yet flexible approach to addressing these challenges. Within this framework, adaptive learning systems emerge as powerful tools for personalizing instruction, delivering differentiated learning pathways, providing real-time feedback, and supporting data-driven decision-making. The review proposes a step-by-step pathway to harmonize technology with pedagogy, emphasizing the importance of empowering educators with analytics and tools, tailoring instruction to individual learners, and creating inclusive environments where learners progress at their own pace. The findings reveal significant implications for practice and policy. It concludes that the fusion of design thinking and adaptive learning has the potential to transform technology from a detached tool into an integral part of teaching and learning, creating more equitable, learner-centered environments that reflect the realities of diverse classrooms and the demands of digital education.
Addressing Crisis in the Educational System for A Self-Driven Curriculum Development Mallillin, Leovigildo Lito
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 5 (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.v4i5.589

Abstract

The study aims to analyze addressing crises for the educational system and self-driven curriculum development as trends in the quality of teaching and learning. Phenomenological qualitative research methods are employed in the study. It analyzes the critical problem needs to be addressed in curriculum designing for the educational system alignment evolvement of the educational needs among students as centers of learning, educational crisis balance standard flexibility in a self-driven curriculum system, resource limitations address the needs of the self-driven curriculum in the educational system for the learners, and hindrances on the success of teacher preparedness and training in minimizing the crisis for the self-driven curriculum in the educational system. The study consisted of Fifty (50) participants only.             Results show that self-driven curriculum determines the educational system and quality of learning through skills and knowledge, show that evolvement of educational needs aligns curriculum in the rapid work change on outdated content to meet the modern teaching workforce requirements, show that balance standard flexibility ensures consistency on the educational curriculum to cater diverse needs and lack of flexibility, show that resource limitation implements and develops curriculum requirements for high quality technology, teaching materials, and professional development, and show that teacher preparedness and training in the curriculum delivery due to lack of professional development alignment in the curriculum for self-driven system.
Student Success Prediction in Digital Learning Environments Oise, Godfrey perfectson; Ejenarhome Otega PROSPER; Augustine Osazee AIRHIAVBERE; Agwam Gladys IFEOMA
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 6 (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.v4i6.592

Abstract

Acknowledging the risk of perpetuating bias in AI-driven student success prediction, this study introduces a fairness-conscious machine learning framework that aims to balance predictive accuracy with ethical responsibility in digital learning settings. Using a dataset of 5,000 anonymized student records, three models, Random Forest (RF), Gradient Boosting (GBM), and Support Vector Machine (SVM), were developed to forecast academic outcomes. Model evaluation combined standard metrics (accuracy, precision, recall, and F1-score) with fairness measures such as demographic parity, equal opportunity, and disparate impact ratio to explore trade-offs between accuracy and fairness. Results indicated that while RF and GBM had slightly higher accuracy, SVM demonstrated more consistent fairness across demographic groups, emphasizing its stronger balance between predictive power and equity. A fairness-centered optimization method was applied to embed fairness constraints directly into model training, showing that both accuracy and fairness can be improved simultaneously rather than being in opposition. The framework integrates fairness throughout data preprocessing, model development, and post-prediction review, promoting transparent and responsible decision-making. By aligning with international ethical AI standards from UNESCO and the OECD, this research provides a practical pathway for creating educational prediction systems that enhance inclusion, minimize bias, and build trust in digital learning environments.  
Lecturers’ and Students’ Perceptions on Online Assessment in Offline Science Courses in Higher Education in South-East Geo -Political Zone, Nigeria Okoye, Amaka; Chikezie, Ijeoma I.
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 6 (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.v4i6.593

Abstract

This study investigated lecturers’ and students’ perceptions of online assessment in science courses traditionally taught offline in higher institutions across South-East Nigeria. A quantitative descriptive survey design was adopted, guided by three research questions and three hypotheses. Using a multi-stage sampling technique, 62 lecturers and 379 students were selected from three states. Data were collected using two validated instruments, LPOAOCQ and SPOAOCQ, with reliability coefficients of 0.771 and 0.723 respectively, administered via Google Forms. Descriptive statistics, independent t-tests, and ANOVA were used for analysis at a 0.05 significance level. Results showed no significant difference between lecturers’ and students’ overall perceptions. However, while lecturers’ views did not vary significantly by gender or qualification, students’ perceptions differed significantly by gender and age, but not by academic level. The findings highlight challenges in assessing psychomotor skills through online formats, especially in science education where hands-on activities are essential. The study emphasizes the need for authentic, context-rich assessments that reflect real-world scientific practice. It was recommended among others that Institutions should adopt blended assessments that integrate online tools with hands-on evaluations to effectively measure student competencies.
Effects of Artificial Intelligence on Cognitive Domain of Tertiary Institutions Students in Rivers State, Nigeria Udoinyang, Nathan; Rowland Chimezunum Chukwu; Chidinma Esther Ogbonnaya-Ngwu
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 6 (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.v4i6.596

Abstract

This study investigated the effects of artificial intelligence (AI) on the cognitive domain of tertiary institution students in Rivers State, Nigeria, aiming to assess AI tools' usage and impact on cognitive skills and learning outcomes and identify challenges and opportunities of AI adoption. Employing a survey research design, the study collected data from 1500 respondents (students and lecturers) across Rivers State's tertiary institutions using a structured questionnaire. Findings revealed significant AI integration, enhancing personalized learning, cognitive skills like analytical thinking and problem-solving, and learning outcomes. AI's management of cognitive load and scaffolding of learning aligned with Cognitive Load Theory and Constructivist Learning Theory. Challenges included infrastructure limitations, training needs, equity concerns, and data privacy risks, while opportunities encompassed enhanced personalization, efficiency, innovative learning tools, and future-ready skills. The study concluded that AI has potential in transforming Rivers State's tertiary institutions' students' education by emphasizing careful implementation and strategic investments. Thus, it is recommended that the government invest in AI infrastructure, teacher training, addressing equity and access concerns, enhancing data security, promoting personalized learning, monitoring AI impact and ethics, and engaging educational stakeholders for effective AI integration in Rivers State.
The Impact of Using Youtube on Developing Kurdish EFL University Students’ Speaking Skills Ghafar, Zanyar Nathir; Sozyar Raza Ali; Hemn Mohammed Ali
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 6 (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.v4i6.601

Abstract

This study analyzes the impact of YouTube on the acquisition of speaking skills by students and graduates of the English department in an effort to determine the role played by the easily accessible resource in the learning process. The study was conducted quantitatively through a structured questionnaire on Google Form consisting of 15 multiple-choice and 2 open-ended questions. The participants were all students or graduates with an English background, and there were 32 in number and participated in the survey. The findings reveal YouTube as the primary Influencer of the enhancement of different aspects of the speaking skills of the English language. A very high number of the respondents identified improvement in pronunciation (90.6%), learning new words (over 87%), and listening (around 75%) through exposure to YouTube videos. Over 68% of the majority expressed that watching YouTube videos of native speakers allows them to speak fluently and normally. The respondents also pointed out the aspect of exposure to native speakers, with many expressing that regular watching allowed them to become accustomed to the accent, word flow, and sentence construction much better. Over 75% of the majority of the respondents further stated that YouTube made learning engaging and motivated them to speak more.
The Role of AI Technology in Advancing Education, Empowerment, and Entrepreneurship for Afghan Women Alizada, Zohra; Fatima Mohammadi; Fatima Sahibzada
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 6 (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.v4i6.606

Abstract

Artificial Intelligence (AI) has emerged as a transformative mechanism for expanding educational access, enhancing digital empowerment, and fostering entrepreneurial engagement among marginalized populations. This study investigates the specific role of AI technologies—such as generative AI tools, AI-powered language translation applications, adaptive learning platforms, and automated chatbots—in supporting Afghan women’s education and socio-economic participation. Employing a quantitative descriptive research design, data were collected from 150 female students across four faculties (Computer Science, Business Administration, Education, and Sharia & Law) at Vision Online University. Results show that 77% of participants perceive AI as significantly improving learning opportunities for women, particularly through personalized learning support and language-based assistance. Additionally, 69% reported that AI tools enhanced their digital skills, while 62% indicated that AI applications increased their interest in online business creation and entrepreneurial activities. Despite these benefits, respondents identified major barriers including limited access to digital devices (58%), unstable internet connectivity (64%), and low digital literacy (52%). The findings reveal AI’s multidimensional impact in strengthening knowledge, autonomy, and economic participation for Afghan women. The study underscores the need for inclusive digital infrastructure and culturally sensitive implementation strategies to fully leverage AI as a sustainable driver of gender equality and socio-economic development in Afghanistan.

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