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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 250 Documents
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Effects of Genially Directed Reading Thinking Activities on College Students’ Motivation and Academic Performance in World Literature: A Literature Review Marko Aratea; Lourdes Nati
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 5 No. 1 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v5i1.715

Abstract

World Literature instruction in higher education still continues in facing challenges characterized by low level of students' participation, the use of traditional lecture teaching method, and lack of development of higher-order interpretive skills like inference, literary analysis and critical reading. While there is a considerable body of evidence on the positive effects of gamification on students' motivation and performance in learning languages and skills, the research interest is largely focused on the language learning field and less on courses with a literature focus, where the learning process is more complex. In addition, gamification is often talked about generally without being clearly expressed with reference to platforms, structured instructional designs, or a connection to existing reading comprehension activities, such as Directed Reading Thinking Activities (DRTA). The literature review focuses on the current studies on gamified instruction, traditional literature teaching approaches, student motivation, academic achievement, pedagogies based on DRTA, and with special emphasis on the interactive learning environments created with Genially in tertiary education. The results reveal that, though gamification has a positive impact on learner engagement and motivation, its use in the interpretation of literary texts still has not received much attention. Similarly, the relationship between students' motivation and academic achievement in the context of structured gamified literature is not well demonstrated. The review outlines the requirement of a more systematic teaching through instructional model plan in World Literature teaching that combines the use of games and DRTA to enhance interpretive learning outcomes.
Artificial Intelligence in the Study Habits of Students Leovigildo Lito Mallillin; Jocelyn Z. BURABO; Mervin G. LIMUTAN; Noemi C. JOSE
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 5 No. 1 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v5i1.721

Abstract

The study aims to evaluate and analyze the artificial intelligence in the study habits of students. Mixed methods are utilized in the study which deals on the Focus Group Discussion and triangulation for both quantitative and qualitative research design. The study comprised One Hundred Fifty (150) students from both private and public Higher Education Institutions. Results show that AI helps in the analysis of the platform AI educational power in enhancing learning engagement and motivation benefits of students, show that AI is an important factor toward learning of students in the goal setting towards learning belief problem solving abilities, and external and inner motivation in the academic performance of the students, show that AI focuses on the process of learning collection for the insights of specific function input and output model of learning, show that AI increases and enhances literacy for students to motivate learning process, confidence, purpose, and to promote learning intelligence and ethics, and show to influence the behavior of students in the learning process such as the algorithm for the AI power in the data analysis, preference, customized news feed, curated behavior, and significant recommendation. Findings show that there is a significant agreement on the effect of artificial intelligence in the study habits of students as observed among the respondents.
Digital Education in Greece: A Retrospective View Georgios Alexandropoulos
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 5 No. 1 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v5i1.725

Abstract

This study examines the digital transformation of the Greek education system since the early 2000s through the lens of imagined futures. ICT has shifted horizontally from being a mere computer subject to becoming a mandatory instrument integrated across the national curriculum. Using qualitative, descriptive-analytical methods, the study explores how top-down government policies reorganize pedagogical practices, transforming teachers into digital facilitators, and fueling institutional reliance on platforms such as e-class and MySchool. One concrete learning method analyzed is gamification through the "Greek toy children's revolution," which transforms formative assessments into interactive digital games and activates students' visual creativity through the creation of comics and videos. The results show that technological expectations promoted by political authorities often sideline pedagogical innovation in favor of techno-economic interests. Rather than reducing inequalities, this hasty digitalization without a space for collective dialogue reinforces the technocratic character of education, triggering new digital inequalities—particularly in rural areas—and marginalizing critical teaching approaches. However, some educators have begun to independently challenge this standardization in order to maintain the pedagogical essence of the classroom.
Demystifying AI Hallucinations in Philippine Education: A Literature Review Lexxus Dominic Tamaño; Eliz Gueneverre Guintu; Anne Jamille Carlos
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 5 No. 1 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v5i1.726

Abstract

This literature review examines AI hallucinations in the context of Philippine education. Drawing from studies published between 2023 and 2026, it presents research-based insights into how AI-generated inaccuracies influence teaching, learning, and academic practices. The review explores three major themes: AI hallucinations and Philippine education, academic impacts and risks, and pedagogical implications. It highlights concerns regarding misinformation, fabricated references, inaccurate content generation, and the challenges these pose to educational quality and academic integrity. Overall, this paper aims to provide educators, students, and researchers with a clearer understanding of the opportunities and challenges associated with the growing use of artificial intelligence in educational settings. The findings suggest that while AI tools can enhance accessibility, efficiency, and learning support, their effectiveness depends on users’ ability to critically evaluate AI-generated outputs and use them responsibly. Ultimately, this review advocates for a balanced and informed integration of artificial intelligence in Philippine education through the promotion of AI literacy, critical thinking, and ethical technology use.
From Compliance to Transformation: Lessons from Africa International University's Online Accreditation Journey Felix Obegi
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 5 No. 1 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v5i1.731

Abstract

This reflective journey by Africa International University (AIU) illustrates a committed pursuit of academic excellence in higher education through its thorough journey towards accreditation. It explains how AIU’s internal self-assessments, thorough internal audits, and dedicated commitment to quality have encouraged continuous improvement in its online education offering. At AIU, the desire for accreditation has not only served as a desire for formal recognition but as a transformative catalyst, which is enhancing learner equity, digital readiness, and academic rigor within its online learning environments. AIU indeed reflects on its internal governance structures, its online academic programs, the faculty and student support activities, while identifying its strengths as well as areas of weakness that require ongoing enhancement. Internal audits are used to reinforce compliance with regulatory standards while promoting transparent, data-driven decision-making. Central to this journey is the effort made to ensure that students earning remotely receive the same level of quality, support, and educational outcomes as those attending on campus. In the long run, the accreditation process has strengthened AIU’s internal institutional capacity and reaffirmed its mission as a world leader to prepare learners equipped to meet global challenges. This reflective journey offers practical perspectives for other higher education institutions that aim to align their e-learning initiatives with international quality frameworks while addressing the unique local educational needs established by local accrediting bodies.
Technology-Enabled Arabic Language Learning: Opportunities, Challenges and Future Directions in the Digital Era K. M. A. Ahamed Zubair
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 5 No. 2 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v5i2.736

Abstract

The rapid advancement of digital technology has fundamentally transformed language education, creating new paradigms for teaching and learning Arabic in the digital era. This article examines the opportunities and challenges of technology-enabled Arabic language learning through a comprehensive literature review of contemporary research from multiple geographical contexts, including Indonesia, India, and Algeria. The study investigates four primary technological modalities: e-learning platforms, mobile applications, social media integration, and game-based learning. Findings indicate that technology significantly enhances accessibility, provides flexible learning opportunities, offers diverse multimedia resources, and increases learner engagement through interactive features. However, substantial challenges persist, including uneven content quality, inadequate technological infrastructure, limited social interaction, lack of verified educational materials, and insufficient teacher training. The research synthesizes successful implementation strategies from various educational contexts and proposes an integrated framework addressing pedagogical, technical, and cultural dimensions. The study concludes that while technology offers transformative potential for Arabic language education, optimal outcomes require balanced integration of digital tools with direct human interaction, culturally authentic materials, and systematic teacher development programs.
Standardizing Academic Writing Proficiency: A Framework for Addressing Social Media Slang Exposure Among Digital Native Learners: A Literature Review Caren Bernadeth F. Francisco
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 5 No. 2 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v5i2.753

Abstract

A critical gap in Philippine education research examines how exposure to social media slang impacts the academic writing proficiency of digital native learners—an issue particularly relevant to local learners who grow up using digital platforms as their primary means of daily communication. It focuses on four key dimensions: distinguishing formal and informal language registers, maintaining lexical precision, following standard syntactic structure, and the unintended transfer of informal digital language into formal academic work. The study employs a systematic literature review covering peer‑reviewed research, supplemented by empirical investigation. Findings show that frequent exposure leads to the unconscious carryover of slang, abbreviations, and shorthand into academic writing, resulting in register confusion, reduced vocabulary accuracy, and grammatical inconsistencies. While social media can boost general language engagement, it creates significant challenges for adhering to standard academic conventions. Drawing on language transfer theory, this work develops a pedagogical framework tailored to the Philippine K‑12 context, filling the absence of locally adapted, systematic interventions to support learners in navigating digital language habits and formal writing requirements.
The Effectiveness of Arabic Speaking Skill Instruction: Using Developed Animated Cartoons K. M. A. AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 5 No. 2 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v5i2.738

Abstract

Speaking skill (Maharat al-Kalam) is a fundamental component of Arabic language acquisition, yet many non-native learners face difficulties due to monotonous teaching methods and lack of appropriate instructional media. This study aims to determine the effectiveness of using developed animated cartoons as a medium for teaching Arabic speaking skills. The research employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study was conducted at the Department of Arabic, The New College, Chennai, India, involving 30 male students. Data collection techniques included interviews, observations, and pre-test and post-test oral assessments. The results showed a significant improvement in students' speaking skills after the intervention. The mean pre-test score was 59.72 (categorized as "acceptable"), while the mean post-test score increased to 69.23 (categorized as "good"). Furthermore, the effectiveness questionnaire indicated that the developed animated cartoon medium achieved an effectiveness rate of 86.2%, compared to only 29.4% for traditional teaching methods. The study concludes that developed animated cartoons are effective in improving students' Arabic speaking skills and increasing their motivation and engagement in the learning process.
Bridging the Tactile Gap: Evaluating Virtual Reality (VR) Laboratories in Distance Life-Science Curricula Ruth Rize Paas Megahati S; H. L. M. Mohideen
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 5 No. 2 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v5i2.756

Abstract

The persistent expanding trajectory of distance education within higher biological sciences has encountered structural friction regarding the "tactile gap"—the systemic inability of remote students to acquire manual laboratory competencies, sensory-spatial familiarization, and procedural confidence through flat, two-dimensional digital interfaces. This literature review evaluates the implementation of Virtual Reality (VR) laboratories as an immersive instructional solution within distance life-science curricula. The objective is to synthesize evidence regarding VR's impact on conceptual retention, cognitive load, and spatial-procedural skill acquisition, while critically analyzing infrastructural barriers and pedagogical integration frameworks. Employing a comprehensive review framework encompassing 50 major studies from 2020 to 2026, the findings demonstrate that high-fidelity, fully immersive VR environments achieve a statistically significant equivalent or superior conceptual gain compared to conventional brick-and-mortar laboratories. Crucially, VR effectively mitigates intrinsic cognitive load by chunking complex macromolecular structures, though it introduces risks of extraneous load via cyber-sickness. The review identifies a critical transition from isolated VR software towards hybrid, AI-augmented, and cloud-rendered ecosystems. We propose a "Tactile-Immersive Scaffolding Framework" to guide distance educators in balancing experiential realism with digital accessibility, establishing that VR does not dilute academic rigor but structurally expands the democratization of experiential scientific education.
Designing AI-Enhanced Flipped Classrooms for Remote Applied Sciences: A Framework for Distance Educators Yeni Erita; Liza Yuliana
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 5 No. 2 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v5i2.757

Abstract

The rapid evolution of generative artificial intelligence and large language models has opened new frontiers in contemporary distance education. In the context of remote applied sciences—such as engineering, aquaculture, biochemistry, and agriculture—educators face persistent hurdles due to the spatial separation of experimental laboratories, the abstract nature of physical-chemical phenomena, and low cognitive retention under conventional asynchronous models. This study introduces a comprehensive instructional architecture: the AI-Enhanced Flipped Classroom Framework. The primary objective of this study is to formulate, implement, and empirically evaluate a pedagogical framework that integrates text-to-text LLMs (e.g., ChatGPT, Claude) and text-to-image diffusion models (e.g., DALL-E 3, Midjourney) as cognitive partners to scaffold remote students during the pre-class asynchronous phase. A rigorous multi-phase explanatory sequential mixed-methods research design was executed across four applied science modules at a large distance learning institution over a full academic semester. Quantitative datasets tracked cognitive engagement matrices, conceptual mastery scores, and structural equation modeling (SEM) indices, alongside qualitative semi-structured focus groups exploring the student lived experience. The findings demonstrate that remote students leveraging the AI-FCF framework achieved a 38.5% statistically significant increase in cognitive retention, a marked decline in intrinsic cognitive load during subsequent live virtual practical sessions, and enhanced self-regulated learning capacities. Crucially, the deployment of "Verification-Based Authentic Assessments" successfully mitigated the academic risk of data hallucinations, transforming artificial fallibility into explicit opportunities for nurturing digital literacy and scientific skepticism. This review establishes that AI integration does not displace distance educators but strategically expands their capacity to design adaptive, student-centered digital ecologies.

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