rss_2.0European Journal of Open, Distance and E-Learning FeedSciendo RSS Feed for European Journal of Open, Distance and E-Learninghttps://sciendo.com/journal/EURODLhttps://www.sciendo.comEuropean Journal of Open, Distance and E-Learning Feedhttps://sciendo-parsed.s3.eu-central-1.amazonaws.com/6471c969215d2f6c89db0f16/cover-image.jpghttps://sciendo.com/journal/EURODL140216Emergency Remote Teaching Experiences of Teachers during the COVID-19 Pandemic in Turkeyhttps://sciendo.com/article/10.2478/eurodl-2025-0001<abstract>
<title style='display:none'>Abstract</title>
<p>The COVID-19 pandemic necessitated a sudden transition to Emergency Remote Teaching (ERT) in Turkey, as well as around the world, presenting unprecedented challenges for teachers. This study investigates the experiences of K-12 teachers during this period, focussing on the challenges they faced, the strategies they employed to address them and their perspectives on the advantages and disadvantages of ERT. Data were collected from 385 teachers through a qualitative survey conducted at the end of the 2019–2020 academic year. Content analysis revealed key findings that clustered around ‘Technology’ (access, system, competence) and ‘Pedagogy’ (interaction, motivation, classroom management). Teachers have developed various strategies to address these challenges. This research offers valuable insights into the challenges and opportunities of ERT and provides practical recommendations to enhance the quality and equity of online learning experiences for policymakers and educators.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2025-00012025-02-05T00:00:00.000+00:00Emotional Intelligence and E-training Readiness: A Survey Research at the Independent Authority for Public Revenue, Greecehttps://sciendo.com/article/10.2478/eurodl-2024-0009<abstract>
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<p>This study investigates the readiness for online education of the active employees of the Independent Authority for Public Revenue (IAPR) of the Hellenic Republic and its relationship with their level of emotional intelligence. The aim of the present work is to provide usable data to the designers of online programmes as well as to the trainers, and contribute to the <italic>planning</italic> and organisation of effective online <italic>training programmes</italic>. The Online Learning Readiness Scale (OLRS) and the Trait Emotional Intelligence Questionnaire—Short Form (TEIQue-SF) were adapted and used in this study. The statistical analysis of the results revealed that the largest percentage of the IAPR’s employees are ready for distance learning with the use of online learning tools. Furthermore, the employees’ level of emotional intelligence is an important factor that influences their readiness and should be considered in the design of the distance learning programmes.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2024-00092025-01-02T00:00:00.000+00:00Towards Generative AI for Course Content Production: Expert Reflectionshttps://sciendo.com/article/10.2478/eurodl-2024-0013<abstract>
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<p>The wide availability of generative artificial intelligence (AI) for content production has resulted in a growing interest in the area of education, particularly for course content production purposes. This research has mapped out a set of curriculum production tasks and illustrated how generative AI can support three important tasks: the development of course outlines and content, the drafting of assessment instructions and the mapping of learning outcomes to benchmark statements. We evaluated the outputs of the generative AI with five experts: a course production expert, an academic expert, two Learning Design experts and an AI expert. The results indicate that generative AI enabled the generation of plausible content skeletons for content and first drafts of relevant content to aid the course production team’s brainstorming but also highlighted the importance of reviewing generated content. Our research indicates that generative AI can result in shifts in the delivery of these tasks.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2024-00132024-12-12T00:00:00.000+00:00An Artificial Intelligence Competency Framework for Teachers and Students: Co-created With Teachershttps://sciendo.com/article/10.2478/eurodl-2024-0012<abstract>
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<p>Artificial intelligence (AI), especially generative AI (GenAI), is rapidly permeating every aspect of our lives, driving an accelerated evolution of how we work, play, and learn, thus necessitating new competencies for teachers and students. This study develops and validates an AI competency framework tailored for teachers and students, with an emphasis on researcher-teacher co-creation. The researcherteacher collaboration highlights the importance of teacher involvement in the design process, ensuring the framework’s alignment with real-world educational practices. The framework identifies four key skills: identification of AI mechanisms and their operation; effective and informed use of AI; AI agency: proactive and value-generating utilization of AI; and ethical use of AI, each with specific abilities and components. It also outlines necessary values, attitudes, and knowledge for engaging with AI in education, aiming to prepare teachers and students for an AI-saturated world. This study discusses the need for assessment indicators and assimilation models.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2024-00122024-11-29T00:00:00.000+00:00Investigation of users’ opinions, perceptions and attitudes towards the use of artificial intelligence in online learning environmentshttps://sciendo.com/article/10.2478/eurodl-2024-0007<abstract>
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<p>The impact and importance of AI are being increasingly recognised, although there are still uncertainties regarding its innovative potential. These same uncertainties and effects are also evident in educational contexts. In this study, teacher, student and parents’ opinions, perceptions and attitudes towards the use of AI in online education were examined through a systematic review of the literature on AI applications in online learning environments. Quantitative data on AI studies in education, the role of AI in education and teacher, student and parents’ opinions, perceptions and attitudes towards AI were compiled. The study outcomes present an overview of AI’s role in education and offer recommendations for researchers in this field. In line with the findings, the role of AI in education is divided into six categories, namely ‘chatbot, content, learning assistant, learning incentive, measurement and evaluation, and early warning system’. The study’s results indicate that students hold favourable opinions towards AI applications, particularly in relation to chatbots, adaptive learning techniques and automatic assessment methods. They appreciate the support, friendship and easy use of chatbots. Students perceive AI as a tool that enhances learning experiences, increases motivation and engagement, and improves learning outcomes.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2024-00072024-11-19T00:00:00.000+00:00Minecraft as an Educational Tool Before, During, and After the Pandemic: A Case Study Research Projecthttps://sciendo.com/article/10.2478/eurodl-2024-0011<abstract>
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<p>This study aims to explore the educational potential of Minecraft as a learning environment that supports active teaching methods, especially in remote contexts. It presents the experience of remote laboratory teaching within the MineClass project conducted from 2018 to 2021, addressing the challenges posed by the reduction of in-person and online collaborative activities during the pandemic. The research combines case studies, qualitative and quantitative surveys, and interviews with teachers and students who experienced the educational use of Minecraft before, during, and after the COVID-19 pandemic. The results presented here are based on questionnaires administered to a sample of teachers (<italic>n</italic> = 237) and students (<italic>n</italic> = 2,264) to investigate the advantages and limitations of the educational use of the game and differences in terms of student satisfaction, perceived self-efficacy, peer collaboration, school level, and gender of participants. The results reveal that many teachers continued to use Minecraft for distance learning even after the conclusion of the project. Teachers reported a positive impact of the experimentation in terms of student engagement, interest, enthusiasm, and knowledge and skills acquisition. Students provided very positive feedback on overcoming social isolation through immersive learning, with increased motivation, engagement, and the development of cross-cutting competencies.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2024-00112024-11-22T00:00:00.000+00:00Bridging the Divide: An Empirical Investigation of Artificial Intelligence and Generative Artificial Intelligence Integration Across Genders, Disciplines and Academic Roleshttps://sciendo.com/article/10.2478/eurodl-2024-0008<abstract>
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<p>The burgeoning role of artificial intelligence (AI) and Generative AI (GenAI) in academia signifies a transformative shift in educational methodologies and research practices. This mixed-methods cross-sectional study investigates the differential familiarity, usage and attitudes towards AI and GenAI among 704 students and lecturers, supplemented by in-depth interviews with 12 industry and academic professionals. Findings indicate minimal familiarity with AI tools and low use, primarily attributing this to a lack of knowledge. Notably, despite a reported higher familiarity among men than women, actual usage rates did not significantly differ. Discrepancies were also observed between students and lecturers in familiarity and usage, with institutional factors and generational divides impacting AI integration. The study underscores the necessity for academia to bridge these gaps through targeted AI literacy initiatives, fostering equitable access and integrating AI into curriculum and training.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2024-00082024-11-13T00:00:00.000+00:00Towards a call for transformative practices in academia enhanced by generative AIhttps://sciendo.com/article/10.2478/eurodl-2024-0006<abstract>
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<p>In the present paper, we explore the integration of Generative Artificial Intelligence (GenAI) into the teaching, learning and research practices within the Faculty of Instructional Technologies undergraduate programme at the Holon Institute of Technology (HIT), Israel. Our goal is to examine how GenAI has supported transitions in various courses across three study clusters: core topics related to learning and training, user experience and user interface design (UX/UI), and technological development. Through five case studies from these clusters, we demonstrate how the incorporation of GenAI has enhanced student practices as they conceptualise, design, and create technology-enhanced learning (TEL) tools, systems, and architectures designed to meet real-world needs. In this context, we demonstrate how GenAI integration influences the interrelationship among the three study clusters, thereby facilitating a cohesive approach essential for students developing their capstone projects, which require the integration of knowledge and skills from all courses. This paper situates these efforts within the intelligent-technological pedagogical content knowledge (TPACK) framework, illustrating GenAI’s role in TEL. We conclude with recommendations for researchers and practitioners considering the adoption of GenAI to enhance their capabilities in deploying next-generation TEL environments.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2024-00062024-11-13T00:00:00.000+00:00AI as a reflective coach in graduate ESL practicum: activity theory insights into student-teacher developmenthttps://sciendo.com/article/10.2478/eurodl-2024-0003<abstract>
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<p>This study examines the role of artificial intelligence (AI) as a reflective coach in graduate ESL practicums, using Activity Theory to assess its impact on student-teachers’ (STs) reflective practices. An exploratory case study of 26 graduate ESL STs was conducted, with data from AI interactions and post-reflection questionnaires analysed qualitatively. Findings indicate that AI enhances STs’ reflection, providing a structured, data-driven method for pedagogical development and personalised anytime feedback, thereby addressing feedback challenges in ESL teaching practicum courses. Despite limitations like diverse ST backgrounds and practicum environments, findings suggest AI’s promise for transformative learning experiences. The study concludes that AI, as a reflective tool in ESL practicums, warrants further research into its impact on teacher development and adaptability in various teaching contexts.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2024-00032024-11-08T00:00:00.000+00:00Special Issue: The Integration of Generative AI in Teaching and Learninghttps://sciendo.com/article/10.2478/eurodl-2024-0010ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2024-00102024-10-28T00:00:00.000+00:00Mapping educators’ insights of student problem-solving difficulties while implementing video-assisted self-regulated learning training in classroomshttps://sciendo.com/article/10.2478/eurodl-2024-0005<abstract>
<title style='display:none'>Abstract</title>
<p>Developing self-regulated learning (SRL) skills among young adolescents is crucial for lifelong learning, and teachers play a vital role in fostering these skills. Problem-solving is a key SRL skill; however, both learners and teachers encounter challenges during the problem-solving process and in evaluating its incorporated strategies. To tackle these challenges, this study examined students’ problem-solving difficulties using a generic video-assisted SRL training programme, based on teachers’ reports, and analysed these challenges across STEM and non-STEM domains. This study focusses on identifying and classifying the difficulties of 241 students within the problem-solving framework, as reported by teachers across various disciplines and grades (6–11). The analysis revealed that the most significant difficulties arose during the problem identification, followed by time planning and management, problem exploration, solution development and solution evaluation. Specifically, STEM teachers reported relatively fewer difficulties in problem exploration than in other steps, while non-STEM teachers reported fewer challenges in presenting and communicating solutions to peers. A dedicated map named the problem-solving sort out setbacks (PS-SOS) map was created to pinpoint challenges within the problem-solving process. The application of this mapping technique can further support the development of technology-based feedback systems, including digital assistants, which offer valuable assistance to students.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2024-00052024-11-06T00:00:00.000+00:00Exploring and counteracting stage specific course completion risk factors in open higher education distance learninghttps://sciendo.com/article/10.2478/eurodl-2024-0004<abstract>
<title style='display:none'>Abstract</title>
<p>A major challenge for distance learning in higher education is supporting course completion. Counteracting completion risk factors requires investigating their significance across (non)completion stages. We tested the predictability of known risk factors at each completion stage. Not initiating was explained by available time, low motivation and completion methods. Abandonment was predicted by life situation and inappropriate completion methods. Failed submissions were explained by difficulty level and material availability. At early stages, supporting motivation by designing suitable course completion methods seems the most effective risk countermeasure. At later stages, academic skills protect from non-completion. Intrinsic motivation requires experiencing competence, autonomy and relatedness. Flexible distance learning methods with constructive, informational feedback and social interaction in the instructional design might best support course completion.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2024-00042024-08-05T00:00:00.000+00:00A systematic review of Chinese students’ online learning experienceshttps://sciendo.com/article/10.2478/eurodl-2024-0002<abstract>
<title style='display:none'>Abstract</title>
<p>The COVID-19 pandemic prompts a number of university students to engage in online learning. China is one of the countries that has experienced a radical shift in this sense. Before the pandemic, the online mode of university study was not recognised as a legitimate educational experience in China; thus, a small number of Chinese students engaged in online learning. Subsequently, there was a relatively incomplete understanding of their online learning experiences. Given the exponential expansion of online learning in China since the pandemic, it would be a timely effort to synthesise knowledge on online Chinese students’ experiences. For that purpose, the present article presents the results of a systematic literature review of 34 published journal articles concerning Chinese students’ online learning journey. The results give a deep insight into Chinese distance higher education from students’ perspectives and call for more studies on the implications of relevant policy and cultural dimensions on Chinese students’ online learning experiences.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2024-00022024-07-18T00:00:00.000+00:00The effect of digital literacy on student identity and inclusion: insights from the University of Western Macedoniahttps://sciendo.com/article/10.2478/eurodl-2024-0001<abstract>
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<sec>
<title style='display:none'>Purpose</title>
<p>The purpose of this paper is to demonstrate the perils and opportunities that digital literacy presents to students through online education schemes. The challenge for university departments regarding digital literacy is twofold: first, to apply digital methods in order to engage students; and second, to form an equity-based pedagogical programme. The shift towards online university education took place abruptly in most Greek state universities from 2020 onwards, due to the COVID-19 restrictive measures, when conventional universities had to adapt to the need for online educational schemes for >2 years.</p>
</sec>
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<title style='display:none'>Design/methodology/approach</title>
<p>A survey was conducted among 135 undergraduate students from the University of Western Macedonia in the Department of Obstetrics. Students were asked to complete a structured anonymous questionnaire. Reliability and descriptive statistics were used to interpret the questionnaire response.</p>
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<title style='display:none'>Findings</title>
<p>First, students are deeply concerned about their functional IT skills, which creates a feeling of uncertainty, during the presentation of their assignments. Second, in spite of the obstacle regarding their functional capabilities, online environments seem to have a positive effect on students in the creation of an inclusive online education environment. Third, they feel free to form their digital identity and promote their individual differences and learning needs.</p>
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</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2024-00012024-03-27T00:00:00.000+00:00Critical factors affecting student satisfaction in a distance learning environmenthttps://sciendo.com/article/10.2478/eurodl-2023-0014<abstract>
<title style='display:none'>Abstract</title>
<p>Student satisfaction plays a crucial role in assessing the effectiveness of distance education programmes. This is very important for the instructional design in higher education institutes and for educational decision-making and policy. The main purpose of the present study was to examine some key processes that affect learning in a distance education environment and how these influence student satisfaction. The study was conducted in the Hellenic Open University (HOU) through quantitative research involving students from three postgraduate programmes. The main variables examined were internet self-efficacy, student–student and student–tutor interaction, self-regulated learning skills of students and the satisfaction that they receive from participating in distance-learning courses. The results indicated that relatively high levels of these variables were observed, with the exemption of student–student interaction. The correlation coefficients amongst variables were all positive and statistically significant, but were small to moderate. Regarding the effect of demographic parameters, learner–tutor interaction is influenced by the number of modules completed by students, and satisfaction varies significantly between unemployed students and those who are full-time employees. Finally, a logistic regression model was developed with satisfaction as the dependent variable. Self-regulated learning and student–tutor interaction were identified as the main predictors of student satisfaction.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2023-00142024-03-01T00:00:00.000+00:00Design and implementation of a smart learning environment for teaching computer networkinghttps://sciendo.com/article/10.2478/eurodl-2023-0013<abstract>
<title style='display:none'>Abstract</title>
<p>The transition to fully online delivery in the COVID-19 pandemic has added to already existing and significant challenges in subjects and programs that require a component of practicum, on-site experience or hands-on laboratory work. This article presents initial results from a study that responds to challenges arising in moving to a fully online version of an advanced-level computer networking subject within a postgraduate computing degree. Specifically, the study addresses challenges related to a lack of effective teaching approaches combined with a lack of integrated technologies for conducting hands-on laboratory work in online learning environments. The findings presented are from a case study comparison of face-to-face delivery with a newly developed ‘smart learning environment’. Findings indicate that student results and satisfaction levels from the two modes of delivery were comparable. Findings support the purpose-designed instructional strategy, integrated technologies and practical assessments, set within sequenced and scaffolded activities. Further research is being undertaken to confirm the effectiveness of the changes, including case studies of students’ performance data from subsequent offerings of the subject and the inclusion of pre-test post-test protocols and randomised trials.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2023-00132023-10-31T00:00:00.000+00:00Views of students with visual impairment on distance education during the covid-19 pandemichttps://sciendo.com/article/10.2478/eurodl-2023-0012<abstract>
<title style='display:none'>Abstract</title>
<p>This study investigates the views of students with visual impairments on distance education during the COVID-19 pandemic. The research design of the study is qualitative research. The participants of the study include students with visual impairments. They are studying at different universities where distance education was offered in the fall semester of 2020 in Turkey. We collected the data of the study through a semi-structured interview form. In the analysis of the data collected, content analysis was carried out. According to the results, it has been determined that distance education during the COVID-19 pandemic has both advantages and disadvantages. The benefits of distance education are that the system and course contents used are accessible, the course contents can be listened to again, it is physically easy to listen to the lesson, the evaluations are made in the form of assignment, additional time is given and communication with the instructors is easily facilitated. The disadvantages stated by the students can be as follows: factors related to the distance education system, factors related to the content, aspects concerned with in-term assignments, factors related to exams, psychological and social factors, and communication-related factors.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2023-00122023-09-22T00:00:00.000+00:00Teacher evaluations of open educational resources designed to support dialogic cultural literacy learning in schoolshttps://sciendo.com/article/10.2478/eurodl-2023-0011<abstract>
<title style='display:none'>Abstract</title>
<p>For teaching practice to be useful, educational materials must be thoroughly evaluated prior to use. In this study, teachers evaluated open educational resources (OER) created for a European Commission Horizon 2020 project called DIALLS (‘DIalogue and Argumentation for cultural Literacy Learning in Schools’). Considering research on how OER are evaluated, we were interested in learning (1) how teachers perceive their <italic>application, content, design, value</italic> and <italic>sustainability</italic> and (2) what other aspects teachers find important when evaluating OER. After analysing quantitative and qualitative data, we found that aspects facilitating self-regulated use were rated most highly and mentioned most often. Teachers additionally valued <italic>adaptable</italic> materials offering <italic>opportunities to reflect</italic> their teaching practices. Future research may benefit from evaluating OER based on ‘affordance’ aspects — aspects that allow teachers to adapt the materials in a self-regulated way and reflect on their teaching.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2023-00112023-08-05T00:00:00.000+00:00Instructors’ emotional intelligence and learning engagement of online studentshttps://sciendo.com/article/10.2478/eurodl-2023-0010<abstract>
<title style='display:none'>Abstract</title>
<p>This study explored how online students perceived their instructors’ emotional intelligence (EI) and its impact on their learning engagement. Using eight EI behaviours of online instructors and a learning engagement instrument, 100 online university students were surveyed regarding their observation of those EI behaviours and their learning engagement. Regression analysis indicated that 27.2% of the variance in learning engagement could be attributed to four dimensions of EI behaviours (R<sup>2</sup> = 0.272, F (4, 95) = 8.873, p < 0.001). Instructors providing individual support, demonstrating concern for the students’ situations, adapting their resources to online delivery, and being honest about their situation and challenges were associated with higher student learning engagement.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2023-00102023-07-12T00:00:00.000+00:00Leadership 2030: Renewed visions and empowered choices for European university leadershttps://sciendo.com/article/10.2478/eurodl-2023-0006<abstract>
<title style='display:none'>Abstract</title>
<p>This conceptual and descriptive study examines the critical issues, challenges and priorities for European higher education (HE) leaders, drawing upon the theory, practice and experience of leaders inside and outside the open and distance learning (ODL) field. Focussing on the emerging vantage points of the 4th Industrial Revolution (4IR), global trends and the post-pandemic HE landscape, the article discusses their impact on organisational architecture and the emerging leadership roles for driving organisational values, change and sustainability. The authors argue that to maintain institutional stability and agility, leaders must interpret the current zeitgeist to set priorities, build decision-action packages and embrace a new organisational architecture: one characterised by flexible structures, a clear vision of the desired future, a culture of trust and openness, a comprehensive and deep understanding and optimum application of employee skill and talent, and the effective implementation of digital tools and curriculum structures in pedagogically meaningful ways. Leaders must be adaptable, agile and innovative, with the capacity to understand, identify and support the forms of leadership appropriate to their strategic objectives and institutional culture. The paper concludes by targeting critical priorities and actions that leaders must navigate to create innovative and dynamic futures for their institutions.</p>
</abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2023-00062023-05-26T00:00:00.000+00:00en-us-1