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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 245 Documents
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Classroom Management Techniques Toward Teaching Strategy Perspectives Mallillin, Leovigildo Lito; Lourdes Oliva C. Paraiso. DBA
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 11 (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.v4i11.669

Abstract

This study evaluates the multifaceted role of classroom management strategies in enhancing teaching techniques and student academic performance. Specifically, it examines the intentional application of management techniques to support student success and the fundamental importance of teaching strategies within this framework. Employing a descriptive qualitative research design, the study investigates classroom management through the lens of teaching strategy perspectives. The research involved fifty (50) selected respondents. The findings reveal that classroom management techniques, when integrated into teaching strategies, effectively preempt disruptive behaviors and address complex social dynamics within the educational setting. Furthermore, these techniques contribute to the establishment of model behaviors; by demonstrating polite language, maintaining eye contact, and fostering respectful communication, educators help expand students' competencies in modern instructional environments. The results also indicate that effective management establishes critical classroom routines and behavioral rules that align with instructional content. Ultimately, the study underscores that robust classroom management creates an optimized learning environment that prioritizes students as the center of learning, thereby driving significant success in academic performance.
Students’ Perspectives on Using E-portfolio for Tertiary-level Academic Writing Fatema, Kaniz; Nur-A Amanat, Mohammed; Md. Sadman Mobtasin, Munshi
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 11 (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.v4i11.680

Abstract

This study investigates student perceptions regarding the implementation of electronic portfolios (e-portfolios) in tertiary-level academic writing courses. Utilizing an experimental research design, the study compares the effectiveness and student experiences of e-portfolios against traditional paper-based portfolios within the L2 writing classroom. The research was conducted on two homogeneous groups enrolled in the "English Composition and Communication Skills" course, where variables were kept constant to ensure comparative accuracy. While one group utilized paper-based portfolios, the other group integrated e-portfolios as a core component of their formative assessment. A mixed-methods approach was employed for data collection and analysis. Quantitative data were gathered through a five-point Likert scale questionnaire administered at the end of the semester, while qualitative insights were obtained through focus group discussions (FGDs) using semi-structured frameworks. Quantitative results were processed using Stata statistical software, whereas FGD data underwent a rigorous process of transcription, translation, thematic coding, and categorization. The findings indicate that students using e-portfolios demonstrated superior organizational skills and were better prepared for examinations, despite encountering initial technological hurdles. Ultimately, the research highlights the positive impact of digital tools on student preparation and learning trajectories, offering significant implications for the future of formative assessment in higher education.
The Role of Data in Education: Benefits, Challenges, and Implications for Teaching and Learning Alexandropoulos, Georgios
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 11 (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.v4i11.681

Abstract

In the current digital era, data science has emerged as a transformative discipline with profound potential for reshaping the educational landscape. This paper explores the multifaceted role of data science—specifically through educational data mining (EDM) and learning analytics—in enhancing teaching and learning processes across various platforms. Through a critical literature review, the study examines the dual nature of data utilization. On one hand, it highlights significant benefits such as personalized learning, early detection of student behavioral patterns, and evidence-based decision-making. On the other hand, it addresses critical risks, including privacy concerns, ethical violations, social stereotyping (labeling), and the potential commodification of education by corporate interests. The analysis further demonstrates that an overreliance on quantitative metrics risks neglecting the psychological dimensions and sociocultural contexts inherent in human learning. To mitigate these imbalances, the paper proposes the application of the DELICATE framework (determination, explain, legitimate, involve, consent, anonymize, technical aspects, and external partners) to ensure transparency and data protection. The study concludes by emphasizing a necessary shift from a purely technocratic perspective to a human-centered design approach. The authors argue that data science should serve as a pedagogical support tool rather than a substitute for teacher intuition. By integrating quantitative methods with qualitative-ethnographic approaches, a more just, innovative, and humane educational environment can be achieved.
Video Lesson Tutorial: An Innovative Strategy in Improving Students’ Learning Skills in General Chemistry AZARES, RODEL
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 11 (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.v4i11.687

Abstract

This study addresses the need for pedagogical innovation by evaluating the effectiveness of teacher-made video lessons combined with learners' activity sheets (LAS) on the performance of STEM students. The background of this research is rooted in the challenge of mastering difficult learning competencies, necessitating the development of an enhancement plan based on targeted interventions. The primary objective was to determine whether the integration of these digital and printed resources significantly improves student learning outcomes in complex subject matter. The researcher employed a quasi-experimental research design to gather data. The methodology involved identifying the least learned competencies and developing localized video lessons to address them. Data were gathered from STEM respondents via pretests and posttests, in addition to the provision of learners' activity sheets to promote interactive learning. The results, as reflected in the statistical analysis, revealed a substantial increase in student performance. The pretest mean score of 2.90 rose significantly to a posttest mean score of 12.30 following the intervention. Statistical testing yielded a calculated t-value of -28.85 and a p-value of .000, which is well below the 0.05 significance level. This indicates a statistically significant difference, leading to the rejection of the null hypothesis. The negative t-value further confirms that posttest scores were significantly higher than pretest scores. In conclusion, the integration of teacher-made video lessons and activity sheets is highly effective in improving STEM students' academic performance, suggesting that learners respond positively to diverse, modern techniques when tackling challenging topics.    
Artificial Intelligence in Arabic Language Education: Applications, Perceptions, and Pedagogical Integration Zubair, K. M. A. Ahamed
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 11 (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.v4i11.701

Abstract

The rapid evolution of educational technology has positioned artificial intelligence (AI) as a transformative force in linguistics, necessitating a transition from traditional route learning to technology-driven, interactive methodologies in Arabic language education. This unified review seeks to amalgamate findings from four distinct studies to assess the influence of AI integration on pedagogical methodologies, curriculum development, and specific linguistic competencies, including speaking and summarization skills, while also examining student perceptions of AI-driven audiolingual media. Utilizing a systematic review and synthesis of four research papers, the study evaluates qualitative and quantitative data from AI tool implementations and student surveys conducted at the Department of Arabic, The New College, Chennai, India. The results reveal that AI significantly enhances engagement by providing adaptive, personalized learning experiences, specifically improving speaking proficiency and summarization accuracy through audio-lingual tools. However, critical barriers remain, including inadequate digital infrastructure, a lack of specialized teacher training, and the absence of clear policy frameworks for ethical AI use. This study concludes that while AI has profound potential to modernize Arabic instruction by fostering interactive and inclusive environments, its sustainable integration requires strategic policy support, comprehensive pedagogical shifts, and equitable technological access. Strengthening these areas is vital for ensuring that AI serves as an effective catalyst for linguistic excellence and inclusive education within higher education contexts. By addressing these infrastructure and policy-related challenges, institutions can fully leverage AI's potential to reshape modern Arabic curriculum design and improve long-term student learning outcomes.  
Arabic Scrambled Card Games for Vocabulary Mastery: An Experimental Study at The New College, Chennai Dr K M A AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 12 (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.v4i12.683

Abstract

This study investigates the effectiveness of a modified card game, "Arabic Scrambled," on improving Arabic vocabulary (mufradat) mastery among undergraduate (UG) and postgraduate (PG) students in the Department of Arabic at The New College, Chennai. Arabic, classical language rich in literary nuance, is essential for Islamic studies but often presents learning challenges due to conventional teaching methods (Ibn Kathir, n.d.; Al-Khuli, 1982). Vocabulary acquisition is a critical yet often tedious component. This research employs a quantitative, one-group pretest-posttest design with 30 male students (15 UG, 15 PG) as respondents. The intervention used the "Arabic Scrambled" game, which requires players to assemble scrambled Arabic letters into words corresponding to images. Results from paired sample t-tests indicated a statistically significant improvement in post-test scores (p < 0.001), with a mean score increase from 37.63 to 69.75. The findings suggest that innovative, game-based learning tools like Arabic Scrambled can significantly enhance vocabulary retention, spelling accuracy, and comprehension, making Arabic language acquisition more engaging and effective in higher education settings.
Purposive Communication Through Pecha Kucha Teaching and Learning: A Phenomenological Approach Leovigildo Lito Mallillin
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 12 (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.v4i12.700

Abstract

The study aims to identify the Pecha Kucha in Purposive Communication subject in teaching and learning process.Qualitative phenomenological approach is utilized in the process of research design where it measures the contribution of Purposive Communication through Pecha Kucha in teaching and learning. The study comprised One Hundred Fifty (150) respondents only. Results show that improve communication skills are focused on enhancing speaking and confidence in the oral presentation where it develops speaking capacity and skills concise communication process ability, show that expand vocabulary is focused on specific language for Pecha Kucha vocabulary and knowledge process where it enhances the approach in the language proficiency engagement interesting and dynamic vocabulary knowledge, show that improve organization provides clear structure on the main ideas in outlining the logical progress of the message and conclusions where it visualizes the process of communication to ensure the topic to direct discussion in teaching and learning, and show that reinforce language concepts emphasize utilization to encourage teaching and learning on relevant connectors of vocabularies where it provides structure and feedback, correct word utilization, fluency, and pronunciation of the language concept and presentation.
Teacher Autonomy and Technology-Mediated Instruction: Organizational and Social Determinants in Rivers Secondary Schools Eboh Rhoda Nkemdilim
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 12 (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.v4i12.704

Abstract

This paper analyses teacher autonomy and the extent of the use of technology in teaching and the social and organizational variables in Rivers State Secondary Schools. Using a descriptive correlational approach, data was gathered from 366 teaching staff in 12 public secondary schools. The results show a statistically significant positive correlation between teacher autonomy and the extent of use of technology in teaching (r = 0.62, p < 0.05). Of the organizational variables, social variables predict teacher autonomy, whereas social variables predict the extent of use of technology in teaching. Self-Determination Theory, Organizational Climate Theory, and TPACK help to unpack the results. The results show that more institutional support and a more collaborative school culture increases the level of digital pedagogy used. The authors call for a more decentralized approach to policy formulation, changes in the way administrators do things and more teacher training.
Perception of Teachers on the Use of ChatGPT in Instructional Delivery and Assessment Leovigildo Lito Mallillin
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 12 (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.v4i12.707

Abstract

The study aims to investigate the perception of teachers on the usage of ChatGPT in instructional delivery and assessment. Mixed methods are employed in the research design as a result of Focus Group Discussion in answering the extent of teachers’ perception in the usage of ChatGPT in instructional delivery and assessment. Results show that the extent of teachers’ perception in the usage of ChatGPT in instructional delivery and assessment provides supplementary aid that is paramount to quality of teaching and pedagogical decisions in providing support, perspective, and necessary context in the instructional delivery assessment, show that general attitude toward ChatGPT in Education perceives benefits for the tasks in providing better ideas to summarize complex topics and quick explanation to enhance teaching and learning, show that the perceptions on instructional delivery enhances support for the teaching tasks and efficiency to generate lessons for better ideas, customizes content alignment based on the needs of students, and refine explanations, show that perceptions on assessment supports for the assistance of ChatGPT in creating rubrics and practice items to diversify help and evaluation of student performance, and show that key themes in teachers’ perceptions provides perceived benefits for time saving in drafting and planning teaching materials to customize differentiation for the instructional delivery assessment based on the diverse needs of students.
Mainstreaming Climate Governance through Massive Open Online Courses (MOOCs): A Strategy for Scaling Climate Literacy in Sub-Saharan Africa. Bukola ODEDIRAN
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 12 (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.v4i12.708

Abstract

Sub-Saharan Africa (SSA) bears a disproportionate burden of climate change impacts relative to its contribution to global emissions, yet persistent gaps in governance capacity and environmental education undermine effective policy response and community-level adaptation. Massive Open Online Courses (MOOCs) have emerged as a digital education modality capable of transcending geographical, institutional, and financial barriers, but their application to climate governance education in SSA remains largely unexplored. This paper examines MOOCs as a strategic instrument for scaling climate literacy and mainstreaming climate governance principles across SSA. A systematic narrative review and conceptual synthesis of literature published between 2015 and 2025 was conducted across Scopus, Web of Science, and Google Scholar. Forty-seven studies were analysed through thematic synthesis, integrated with MOOC completion data, climate governance indices, and policy documents including the Paris Agreement, AU Agenda 2063, and Nationally Determined Contributions from fifteen SSA countries. Findings confirm a critical climate literacy deficit correlated with governance effectiveness indices (r = 0.74, p < 0.01 across 32 countries). Fewer than 3% of available climate MOOCs target SSA contexts, and African learner completion rates average 8.2% versus 14.6% globally. The proposed Contextualised Climate MOOC (CC-MOOC) framework addresses these barriers through six integrated design principles, projecting annual reach of 2.4–4.8 million learners if adopted within existing national curricula. MOOCs represent an underutilised but high-potential vehicle for democratising climate governance knowledge in SSA, demanding contextually grounded, digitally equitable implementation ecosystems.

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