cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ruth Rize Paas Megahati S
Contact Email
megahati71@gmail.com
Phone
+6285263860593
Journal Mail Official
radinka_jaut@rjupublisher.com
Editorial Address
RADINKA JAYA UTAMA PUBLISHER Radinka Jaya Utama Building 1 st Floor Jl. Kp. Baru Berok RT 005 RW 004 No. 1oo, Kurao Pagang Village, Nanggalo District PADANG, WEST SUMATRA, INDONESIA 25147
Location
Kota padang,
Sumatera barat
INDONESIA
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
 21   22   23   24   25 
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

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

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

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

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

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.

Page 25 of 25 | Total Record : 245

 21   22   23   24   25 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 12 (2026): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 11 (2026): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 10 (2026): Journal of Digital Learning and Distance Education (JDLDE) Vol. 5 No. 1 (2026): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 9 (2026): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 8 (2026): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 12 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 11 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 10 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 7 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 6 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 5 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 4 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 3 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 2 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 1 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 9 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 8 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 12 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 11 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 10 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 7 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 6 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 5 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 4 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 3 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 2 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 1 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 9 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 8 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 12 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 11 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 10 (2023): Journal of Digital Learning and Distance Education Vol. 2 No. 7 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 6 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 5 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 4 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 3 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 2 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 1 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 9 (2023): Journal of Digital Learning and Distance Education Vol. 1 No. 8 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 7 (2022): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 6 (2022): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 5 (2022): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 4 (2022): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 3 (2022): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 2 (2022): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 1 (2022): Journal of Digital Learning and Distance Education (JDLDE) More Issue