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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 230 Documents
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The Use of Google Classroom Learning Management System as a Medium for Learning Arabic Dr K M A AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 9 (2026): 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.v4i9.631

Abstract

This study aims to describe the use of the Learning Management System (LMS) Google Classroom as a medium for teaching Arabic. It explores its historical development, key features, advantages, disadvantages, and practical application in the learning process. Employing a qualitative descriptive approach through library research, data were gathered from various written sources, including articles, scientific journals, and documents discussing the use of Google Classroom in online learning. The data were analyzed descriptively by reviewing, recording, and organizing relevant literature. The findings indicate that Google Classroom facilitates teachers in managing classes, sharing materials, assigning tasks, and conducting assessments online. The platform supports the mastery of the four Arabic language skills-istima’ (listening), kalam (speaking), qira’ah (reading), and kitabah (writing)-through interactive features integrated with other Google services (Linux & Daulay, 2023; Rini, Maswan, & Sugiarto, 2021). However, challenges such as limited internet access, low digital literacy, and reduced direct interaction remain obstacles. These require mitigation through creative and collaborative learning strategies to enhance the effectiveness of Arabic language learning in the digital era.
E-Learning Barriers and Opportunities in Higher Education in Saudi Arabian Universities: A Literature Review Mutasim S. ALotaibi
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 9 (2026): 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.v4i9.648

Abstract

E-learning has revolutionized higher education worldwide by providing unprecedented flexibility and improved access; however, its effective application remains hindered by multifaceted challenges, particularly within the context of Saudi Arabian universities. This study aimed to identify the primary obstacles to digital adoption while evaluating the role of faculty perspectives and theoretical frameworks in navigating these complexities. Utilizing a bibliographic review method, the study identified and synthesized relevant journal articles, reports, and reviews to provide a comprehensive overview of current knowledge and research gaps. The results classify these barriers into institutional, cultural, pedagogical, and technical categories, highlighting that effective implementation is contingent upon addressing issues such as lack of training, resistance to transformation, and insufficient technical infrastructure. In conclusion, the success of e-learning depends on a holistic synergy between robust infrastructure and faculty self-efficacy, as the application of theoretical frameworks enables universities to better understand and alleviate adoption pressures. By fostering a supportive and culturally sensitive environment, institutions can empower both teachers and students, ultimately promoting a more flexible and accessible learning experience.
DistilBERT-Based Detection of AI-Generated Text in Online Assessments: Ethical and Pedagogical Implications EJENARHOME, Prosper Otega; Oise, Godfrey Perfectson; AIRHIAVBERE, Augustine Osazee; Odimayomi, Joy Akpowehbve
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 9 (2026): 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.v4i9.651

Abstract

The rapid shift toward online and distance learning has positioned digital assessment as a cornerstone of higher education while also challenging academic integrity due to the accessibility of generative artificial intelligence (GenAI). While technical research into AI detection is expanding, there remains a critical gap in understanding how detection outcomes can be ethically and pedagogically integrated into digital learning environments. This study evaluates a fine-tuned DistilBERT-based model for detecting AI-generated text, situating its technical performance within a learning-centered framework. Using a large-scale dataset of over 28,000 human-written and AI-generated essays, the model demonstrated exceptional robustness, achieving an overall accuracy of 99%, an AUC of 0.9999, and balanced F1 scores of 0.99. Beyond technical metrics, this research redefines AI detection by shifting the narrative from a punitive, surveillance-oriented mechanism to a supportive learning analytics tool. By interpreting detection results alongside instructional indicators, the study demonstrates how these technologies can inform assessment redesign, enhance transparency, and foster learner trust. The findings contribute to the field of digital education by providing a roadmap for the responsible integration of AI detection into assessment ecosystems, ensuring that technological precision serves the broader goals of fairness and pedagogical innovation.
Motivation and Challenges Faced by Distance Education Learners: Insights from Bicol University Open University, Philippines Balilo, Benedicto; Martha Joy RUIVIVAR; Jose Carlo B. LAVAPIE
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 9 (2026): 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.v4i9.652

Abstract

The increasing reliance on distance education (DE) requires a comprehensive understanding of student motivations and the multifaceted challenges they encounter in asynchronous learning environments. This study aims to explore the perceptions, motivations, and obstacles faced by 67 learners enrolled in Bicol University Open University (BUOU) programs during the first semester of the 2023–2024 academic year. Utilizing a descriptive research approach, the study identified that students were primarily motivated by convenience, flexibility in time management, and the ability to balance professional work with family responsibilities. However, significant challenges were identified, led by technical and connectivity issues (21.3%), time management difficulties (19.1%), a lack of face-to-face interaction (14.9%), and miscommunication (12.8%), followed by limited resource access (11.7%), self-discipline issues (11.7%), and insufficient technological proficiency (7.4%). Despite these hurdles, learners successfully navigated their programs through rigorous self-discipline and consistent support from the faculty-in-charge (FIC). The study concludes that while DE offers essential flexibility, its long-term success depends on addressing technical and interactive gaps. It is recommended that the institution establish a dedicated learning hub with stable connectivity, increase student engagement through diverse online activities, and strengthen synchronous sessions by incorporating high-impact topics such as emerging technological trends and international research publication strategies.
An Analytical Study of Augmented and Virtual Reality in Online Learning: Exploring Technological Advancements and Pedagogical Impacts MITHUN RAMAKRISHNAPPA; Archana MANJEGOWDA; Maltesh Shripadrao KULKARNI; Varsha Tindlu RAJGOPAL
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 7 (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.v4i7.677

Abstract

This research presents an analytical study on the integration of Augmented Reality (AR) and Virtual Reality (VR) in online learning, focusing on recent technological advances and their pedagogical implications. The study explores how immersive technologies transform digital education by enhancing student engagement, conceptual understanding, and experiential learning. Utilizing a descriptive quantitative research design, data were collected through a targeted survey of 12 participants, including students and educators experienced in AR and VR environments. The findings indicate that while awareness and adoption of AR and VR are increasing, a significant portion of learners remains unfamiliar with these tools or lacks access due to high costs and infrastructure barriers. Nevertheless, a majority of respondents reached a consensus that AR and VR significantly improves engagement and comprehension compared to traditional online instruction. The study identifies key technological enablers such as affordable hardware, mobile accessibility, AI integration, and cloud computing that have facilitated broader adoption. However, challenges persist, particularly regarding limited access to high-end devices and a lack of longitudinal empirical research on long-term learning efficacy. The study concludes that AR and VR possesss the power to transform online education, provided that institutions prioritize investments in faculty training, specialized content development, and inclusive access strategies.
Enhancing Arabic Proficiency through Targeted Instructional Programs Dr K M A AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 10 (2026): 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.v4i10.635

Abstract

This study investigates two interconnected approaches to improving Arabic language proficiency among undergraduate students. The first component analyzes the implementation of a public speaking and oratory program designed to enhance speaking skills (Ade Adin Sahrudin et al.). The second component evaluates the suitability of a standard Balaghah (Arabic rhetoric) textbook based on established pedagogical criteria (Ikhwanul Habib et al.). The research was conducted within the Department of Arabic at The New College, Chennai, India, an institution under the aegis of MEASI. A cohort of 30 undergraduate students, divided into two groups, participated in the integrated instructional program. Qualitative case study methodology, incorporating interviews, observations, and tests, was employed to assess the speaking program (Ade Adin Sahrudin et al.), while descriptive qualitative content analysis was used to evaluate the textbook (Ikhwanul Habib et al.). Findings indicate that focused oratory training significantly improves linguistic aspects (pronunciation, vocabulary) and presentation skills (voice control, intonation, facial expressions, body language), though grammatical accuracy and speech structuring require further attention (Ade Adin Sahrudin et al.). Concurrently, the Balaghah textbook was found to be largely suitable in terms of content, organization, presentation, and alignment with learning objectives, despite minor issues with irrelevant illustrations (Ikhwanul Habib et al.). The study concludes that a dual strategy combining active, skill-based oratory practice with a well-structured theoretical foundation in Balaghah is effective for comprehensive Arabic language development.
Accessibility and Utilisation of Open Educational Resources in Distance Learning Centres in Nigeria Falade, Ayotunde Atanda; Ogunsina, Felicia Afolajuwonlo; Ibrahim, Mutiu Babatunde
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 10 (2026): 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.v4i10.654

Abstract

Distance learning has become increasingly important since the COVID-19 pandemic, with educators and institutions turning to open educational resources (OER) to facilitate learning. The study aimed to determine the access of distance learners to open educational resources (OER) for learning; also to examine their utilisation in Oyo State, Nigeria. Employing a descriptive survey research design, data were collected through a Google Form-based online questionnaire from 500 open educational students in three distance learning centres. A total of 381 valid responses were analysed; hypotheses were tested at a significance level of 0.05%, using SPSS. Descriptive statistics were employed to address the research questions. From the findings, it was discovered that students can access the essential devices and OER either via their centre's website or using the free Wi-Fi provided by the centre, with 52.9 % not accessing them and 47.1 % accessing them at least once a week. The utilisation of OER was limited, with some resources rarely or never used by students (always used = 34.4%, rarely used = 32.1%, and never used = 33.5%) among others. The study concluded that distance learners had access to and utilised OER; but some missed out on a valuable and cost-effective resource. Recommendations included improving students' access, encouraging the use of available OER, among many others
Student-Centered Learning in the Classroom Towards Curriculum Development Mallillin, Leovigildo Lito; Ma. Aurora T. CADAY; Edgardo G. CANDA
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 10 (2026): 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.v4i10.662

Abstract

The study analyzes and evaluates the application of student-centered learning in the classroom, the importance of a student-centered approach for teaching, the promotion and benefits of a student-centered learning environment, and the effectiveness of a student-centered learning approach in teaching. A descriptive qualitative research design and method are utilized in the study to define student-centered learning in the classroom towards curriculum development. The study comprised thirty (30) respondents only. Results show that application of student-centered learning implements undermines demand and intention of the traditional system in teaching towards an advanced technology focus; shows that importance of student-centered learning enhances decision-making ability, problem-solving, critical thinking skills, and acquisition of new knowledge; shows that benefit of student-centered learning influences the system of curriculum development approach to identify the factors and competency in the educational system; and shows that effectiveness of student-centered learning provides opportunity for students to decide personalized learning engagement and decision-making.
BSEd-English Students’ Acceptance of ChatGPT in Language Education Research course: A Literature Review Valenzuela, Christian Loid; Balon, Wilma
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 10 (2026): 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.v4i10.670

Abstract

Generative artificial intelligence, such as ChatGPT, is increasingly used in higher education, yet its implications for research pedagogy in the Philippine context remain underexplored. This literature review synthesizes empirical and theoretical studies on ChatGPT’s application in academic writing, student engagement, ethical considerations, and higher-order research tasks, including qualitative data analysis. The evidence indicates that ChatGPT enhances idea generation, drafting, revision, engagement, and metacognitive skills, with benefits amplified when embedded in structured pedagogical design. However, research predominantly addresses general writing tasks, offering limited insight into how students critically engage with AI outputs, navigate ethical challenges, or operationalize higher-order research processes. Institutional policies, digital literacy, and unequal access further shape student experiences, and longitudinal impacts on research competence, critical thinking, and ethical behavior remain largely unexamined. These findings highlight the necessity of context-sensitive pedagogical frameworks that support responsible AI use, maintain academic integrity, and foster sustainable research competence. Treating ChatGPT as a research-pedagogical priority rather than a mere technical tool enables Philippine higher education institutions to leverage AI as a catalyst for transformative learning and capability development, mitigating the risk of superficial or inequitable implementation.
Virtual Reality as A Digital Learning Innovation to Enhance the Skills of Students: A Systematic Review Megahati S, Ruth Rize Paas
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 10 (2026): 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.v4i10.676

Abstract

A VR is a significant option for improving learning activities in schools, consistent with contemporary educational trends and technical progress. Prior studies reveal a deficiency in thorough assessments assessing VR as a digital learning innovation, particularly focused on improving student abilities. This study aims to analyze and highlight several research publications that examine virtual reality as a digital learning innovation to improve student skills. We chose the PRISMA diagram to conduct the systematic review process. Based on the established inclusion criteria, we identified 20 potential articles for the literature review. The selected articles emphasize the role of VR as a digital learning innovation aimed at enhancing student skills. VR is a promising digital learning innovation that can significantly enhance elementary school students' skills and engagement. This study collects and analyzes relevant research findings to conclude that VR is a digital learning tool for improve ESS skills. The implications of using VR in education are significant, offering opportunities to transform traditional learning environments and equip students with the skills needed for future success. However, careful consideration and strategic planning are essential to address the challenges and maximize the benefits of this innovative technology.

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