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Based on the instructional interaction principles outlined by Chen and Wang (2016) in third-generation distance learning, this study employs a recursive logical perspective on the evolution of the theory of interaction in distance education. It constructs a structural equation model to measure the mediating utility path of the learner's proactive personality and the interactive outcomes of online learning to test the hierarchical relationships in the instructional interaction concepts of third-generation distance learning. The study proposes a mechanism for cultivating and transforming proactive personality, aiming to explore the potential pathways for online differentiated instruction management based on learner personality traits. The research conclusions reevaluate the conceptual hierarchy under the third-generation distance learning interaction theory and confirm the positive and significant impact of proactive personality on learners' online learning interaction. According to the data analysis, recommendations are made for the implementation of personalized teaching strategies based on the strength of the proactive personality: (1)Teaching strategies for individuals with strong proactive personalities should adhere to principles of open environments, challenging tasks, shaping central roles, and immediate high-frequency interactions; (2) Teaching strategies for individuals with weak proactive personalities should adhere to principles of creating an active atmosphere while downplaying identity, stimulating introspection and providing timely feedback, and offering simple and low-pressure tasks; (3) By mixing individuals with a wide range of proactive personality traits and implementing intra-group settings and teacher-driven approaches, the learning drive of individuals with strong proactive personalities can be leveraged to benefit those with weak proactive personalities. This study contribute to explain the explicit process of learners' cognitive networks and presents the direction of knowledge transmission and its periodic forms, which enriches the theoretical basis for the evaluation of instructional interaction in online courses and provides practical references for personalized teaching interaction strategies. [ABSTRACT FROM AUTHOR]

The research examined the impact of Moodle on the academic performance and satisfaction of distance learning undergraduates in Environmental Education. A repeated measures design was employed, involving 113 purposefully selected environmental education students. Data were collected using the Environmental Education Achievement Test (EEAT) and the Moodle Online Learning Satisfaction Inventory (MOLSI), both of which underwent validation and reliability testing. Students completed two pre-tests and pre-satisfaction assessments before the intervention, followed by two post-tests and post-satisfaction assessments afterward. Data analysis was conducted using repeated measures analysis of variance. The results indicate that Moodle significantly enhanced students' academic performance (F (3,336) = 193.189, P = 0.00, effect size = 0.963) and satisfaction (F (3,336) = 154.112, P = 0.00, effect size = 0.957). Additionally, Mauchly's test of sphericity showed no violations for either achievement (W = 0.741, P = 0.621) or satisfaction (W = 0.604, P = 0.572). The study also found that variables such as age, gender, location, and device type did not significantly moderate the impact of Moodle on students' achievement. These findings suggest that incorporating Moodle into distance learning curricula could benefit environmental education lecturers, researchers, and policymakers in Nigeria by fostering the development of skilled and environmentally literate graduates. [ABSTRACT FROM AUTHOR]

The digitalization of educational systems and the corresponding impact on the learners' improvement require modern pedagogical approaches to increase motivation among learners in distance learning. According to the literature, authentic e-learning and real-world themes create a dynamic learning setting and enhance learners' engagement; however, the impact of adopting authentic learning has not been investigated for deaf learners in a sign language e-learning setting. Therefore, this study aims to examine the effect of adopting authentic learning for the design of e-learning for deaf learners. The study employed a mixed-methods approach by conducting a one-group pre-test–post-test with 11 deaf learners and measuring design principles of authentic learning via semi-structured interviews. The statistical portion analyzed the T-test and Cohen's d-effect size, and the result showed that e-learning through authentic themes was significantly effective. The interview results revealed a positive attitude toward using e-learning based on an authentic learning approach, which increased deaf learners' motivation. It was found that e-learning based on an authentic sign language e-learning setting and technology enhances deaf learners' satisfaction and motivation with their first e-learning experience. [ABSTRACT FROM AUTHOR]

Currently, federated reinforcement learning (FRL) is driving progress in the edge artificial intelligence (AI) sector by effectively addressing a range of environmental challenges through distributed learning. The selection of participants in federated learning (FL) is especially vital because it greatly influences the overall performance and learning efficiency of the system. However, unlike traditional FL, the absence of a pre-accumulated dataset in FRL makes current FL participant selection methods unsuitable for FRL systems. To address this limitation, this paper proposes a novel experience-based participant selection method, tailored for FRL systems. This approach uses dimensionality reduction techniques to effectively analyze the experiences of agents and employs similarity measurements to intelligently select agents with diverse experiences. The FRL system has been implemented using the proposed technique, and extensive experiments have been performed to assess the system's performance from various perspectives. Our evaluation results show a considerable increase in the intelligence of the FRL system, resulting in more efficient training and an overall enhancement in performance. This is demonstrated by a considerable reduction of 23.65% in average training time and an average performance improvement of 53.25% compared to existing methods. [ABSTRACT FROM AUTHOR]

Background: The outbreak of the Coronavirus epidemic has caused a huge crisis initiating fundamental changes in education since this crisis has turned face-to-face education into virtual training. This questionnaire-based study employed the comprehensive CIPP Model (Context, Input, Process, Product) to obtain the perspectives of both faculty members and students from six different faculties at one university in Iran concerning implementation of virtual learning in during COVID 19. Methodology: The participants in this cross-sectional study were 522 students and 38 members of the faculty in six different faculties who were selected via stratified random sampling. The research tool was a validated and reliable researcher-made questionnaire developed based on the context, input, process, and product (CIPP) evaluation model. The survey included a scale for each of the four CIPP components, with scales comprised of 9 to 12 questions. The data were analyzed through SPSS 23 using descriptive and inferential (Mann–Whitney, Kruskal–Wallis, and Spearman correlation) methods. Results: The scale items for each of the CIPP components that elicited the highest levels of agreement by both professors and students were as follows based on a five point scale where higher scores indicated higher levels of respondent agreement: Context: Topics presented in the virtual training are determined according to the course plan (3.63), and virtual education reduces the teacher's control over class (3.56); Input: Designated hours are suitable for virtual learning classes (3.29); Process: Professors have less commitment and responsibility in providing virtual courses (3.48); and Product: Student participation in virtual classes is low (3.78), and virtual learning saves time (3.67)." For both students and faculty, the mean scores for the context, input, process, and product scales all averaged near the mid-point of the scale, 3.00. No significant difference was observed between professors and students except for the input construct. Students responded significantly differently according to their age and educational level on the product construct, and significantly differently according to their faculty and marital status on each of the CIPP constructs. Conclusion: This study has highlighted various issues related to virtual education, and the opinions of professors and students regarding changes to the online educational program should be strategically considered. The present findings can facilitate decision-making and policy-making at the macro level, enabling officials to plan appropriately, take professional measures, and decide whether to continue, cease, or revise educational goals, inputs, processes, and products. [ABSTRACT FROM AUTHOR]

To promote motivation and interaction among learners for relationship education in online learning, we designed a digital gamified learning activity for relationship education combined with conceptual and reflective scaffolding. We measured the learning achievement of learners' knowledge, motivation, anxiety and flow during the activity. This study used a quasi-experimental method and consisted of a control group (traditional distance learning), experimental group A (gamification with conceptual scaffolding), and experimental group B (gamification with conceptual scaffolding and reflective scaffolding), with a total of 80 participants. The results of the study indicated that learners using this gamification design had high flow and low anxiety, and were more motivated to learn than when using traditional distance learning. The results indicated that all three groups scored significantly higher on the posttest of learning achievement than on the pretest. The two experimental groups were significantly more motivated than the control group, which means that the distance gamified relationship education activity was more motivating than the general distance learning approach. This study also found that experimental group B may have engaged in more reflection and discussion due to the additional reflective scaffolding, as the approach facilitated the use of conceptual scaffolding and promoted learners' cognitive thinking and refinement of knowledge. [ABSTRACT FROM AUTHOR]

Online discussion forums are now commonplace in Higher Education and Further Education courses, however, the extent to which learners engage in meaningful dialogue in these virtual spaces varies widely. Whilst a body of research has examined a range of issues surrounding discussion forums, less research attention has been paid to the emotional and affective aspects of participation. This paper reports an autoethnography of the first author’s experiences and affective responses to discussion forums whilst studying three online postgraduate microcredential courses. The study was underpinned by cultural-historical concepts to theorise how a person’s lived experiences create a frame through which they perceive and interpret the social and cultural world. The findings highlight how one learner experienced a broad spectrum of affective responses which could vary rapidly as she progressed through the course. Decisions whether to participate in forums were influenced by an entanglement of personal factors, course-contentrelated factors (or subject matter) and by task-relatedfactors. The study illustrates the unpredictability in learners’ responses to, and participation in, discussion forums; it urges educators to avoid typecasting individual learners or learner groups, and instead, embrace the uncertainty of learners’ responses. [ABSTRACT FROM AUTHOR]

After the COVID-19 pandemic, the adoption of distance learning has been accelerated in educational institutions in multiple countries. In addition to using a videoconferencing system with camera images, avatars can also be used for remote classes. In particular, an android avatar with a sense of presence has the potential to provide higher quality education than a video-recorded lecture. To investigate the specific educational effects of android avatars, we used a Geminoid. an android with the appearance of a specific individual, and conducted both laboratory experiment and large-scale field experiment. The first compared the android avatar lecture with a videoconferencing system. We found that the use of an android avatar for the lecture led to the significantly higher subjective feelings of being seen, feeling more motivated, and focused on the lecture compared to the video lecture. We further conducted a large-scale field experiment with an android avatar to clarify what contributes to such educational effects. The results suggest that the students' perception of android's anthroppomorphism and competence has a positive impact, and discomfort has a negative impact on the subjective experence of educational effect. These results indicate the role of embodied anthropomorphization in positive educational experience. The important point of this study is that both the laboratory experiment and the large-scale experiment were conducted to clarify the educational effects of androids. These results support several related studies and are clarified in detail. Based on these results, the potential for the future usage of androids in education is discussed. [ABSTRACT FROM AUTHOR]

This study explores the significance of webinars as tools for supporting teachers' professional development and growth beyond the COVID-19 pandemic, as perceived by the teachers themselves. The study employs a mixed methods approach, involving 394 teachers registered on a popular virtual community of practice (vCoP) who completed a survey, with twenty of them participating in focus group interviews. Quantitative data from the survey were statistically analysed using SPSS 25.0, while qualitative data from the focus group interviews underwent theme-based analysis. The findings suggest that teachers highly regard webinars as effective tools for professional development and believe that webinars should be an integral part of future teacher development programmes within the framework of blended learning models. The key strengths and weaknesses of webinars as tools for supporting teacher professional development are thoroughly addressed. [ABSTRACT FROM AUTHOR]

21st-century EFL teachers are assumed to be properly trained to help develop future generations' language proficiency and digital literacy. Moreover, with the impact that the current pandemic has had on education, technology seems to be the only possible way to guarantee the continuity of teaching and learning. Considering that English is the most studied foreign language in Europe, it is necessary thus to analyse whether EFL teachers believe they are prepared for such a task and whether studying at a distance university improves their training in this respect. This study examines the perceptions of pre-service teachers of English studying at the Spanish National University of Distance Education regarding their digital literacy. Through a quasi-experimental, quantitative design, findings show that participants value their digital skills positively but consider they have not worked enough on their digital literacy despite studying at a distance university. Men show more positive self-perceptions than women, while respondents with less years of university experience value their digital skills more positively. Furthermore, respondents acknowledge not knowing how to assess or improve their digital literacy. The results suggest the need for distance universities like UNED to strengthen teacher training in digital skills. [ABSTRACT FROM AUTHOR]

Copyright of Arab International Journal of Knowledge Management is the property of Arab Institution of Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The distance learning domain has undergone an increasing interest in recent artificial intelligence (AI) technological innovations, aiming to improve the quality of learning while saving time, energy, and cost. Nevertheless, despite using these technologies, during the COVID-19 pandemic, distance learning actors, including tutors, content producers, and learners, encountered difficulties in learning through online sessions and virtual classrooms. They suffer from issues related to the availability of tutors and teachers, reliability of knowledge, restricted learner behavior, limited human interaction, and learners' dropout. To address these challenges, this paper proposes the "PIKU" specification, focusing on four main requirements, particularly, 1) pedagogy, 2) inclusivity, 3) knowledge management, and 4) user-centricity. This specification aims to support learners, promote interaction, and foster collaboration while enhancing learners' engagement. We propose providing reliable knowledge while ensuring equitable learning and prioritizing learners' preferences, improving the overall learning experience. Furthermore, we illustrate the feasibility of the "PIKU" specification by proposing an educational system capable of automatically supporting learners. This system not only meets the "PIKU" requirements but also demonstrates its ability to promote an engaging and rich learning experience. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores the impact of using Blackboard on improving the English writing skills of Saudi EFL learners. The research employs a qualitative approach, implementing semi-structured interviews with eight participants--four instructors and four students. A comparative analysis between online instruction via the Blackboard platform and traditional face-to-face methods revealed a variety of preferences among the participants. The findings indicate that most instructors and students prefer a blended-learning approach, combining online learning through Blackboard with in-person sessions. Furthermore, the instructors highlighted several challenges associated with online teaching, including issues such as limited student engagement, reduced feedback opportunities due to large class sizes, and diminished interpersonal interaction. Conversely, online platforms were recognized for their strengths in preventing plagiarism, facilitating efficient content delivery, and ensuring continuous access to educational resources. Students particularly valued the immediate feedback on grammar and spelling provided by the Blackboard platform, which they believe significantly contributes to ongoing improvement in their writing skills. The study suggests that integrating Blackboard as a supplementary tool for teaching English writing could optimize EFL instruction. This approach acknowledges and addresses the diverse preferences and challenges encountered in online learning environments. Moreover, it provides valuable insights into effectively leveraging online platforms to enhance EFL writing, navigating the variations in educational preferences among instructors and students alike. [ABSTRACT FROM AUTHOR]

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 planning and organisation of effective online training programmes. 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. [ABSTRACT FROM AUTHOR]

Massive Open Online Courses (MOOC) designers often use interactive question-embedding strategies in lecture videos to optimize students’ distance learning experience. However, practical issues arising from the implementation of question-embedding are under-researched, partly because of the emphasis on experimental studies in this field. To fill this gap, this study aims to analyze popular MOOCs to identify main features and dominant patterns of interactive question-embedding in videos and elucidate related practical problems. We first analyzed the top 100 MOOCs on the Icourse 163 platform, a popular MOOC platform in China, to calculate the percentage of courses containing interactive question embedding and to determine whether there were differences based on subject areas and course types. Second, content analysis was performed to identify features and patterns of question embedding. The analysis results showed that approximately 52% of the courses used question-embedding in varying proportions in different subject areas and course types. Three typical question embedding patterns were extracted: attention-concentrating behavioral stimulation, load-reducing cognitive enhancement, and thought-stimulating situational construction. This study is significant in that it complements and summarizes the findings of previous experimental studies and provides a valuable reference for instructional designers on the effective use of interactive question embedding. [ABSTRACT FROM AUTHOR]

In response to the challenges posed by the global COVID-19 pandemic, educational institutions have grappled with effectively engaging secondary school students through distance learning platforms. This study, conducted during a lockdown necessitated by the third wave of the coronavirus in Israel, aimed to explore the interplay between online engagement, personality traits, loneliness, and the use of Zoom as a learning tool. The research involved 235 students participating in an online survey with closed-ended questions analyzed statistically, and an open-ended question assessed by three independent reviewers. The findings reveal a positive correlation between higher levels of agreeableness, openness to experience, conscientiousness, and increased engagement in online learning. Additionally, active participation in Zoom and a positive perception of the platform are predictors of heightened engagement. Conversely, students experiencing elevated levels of loneliness, neuroticism, and extraversion tend to have a less positive experience with distance learning. These insights provide valuable guidance for educators, enabling them to tailor teaching approaches to the evolving learning environment. Armed with this knowledge, educators can enhance student engagement, whether during crises like the COVID-19 pandemic or in more typical educational settings. [ABSTRACT FROM AUTHOR]

Background: With an increased number of people living with multiple progressive diseases, online education courses have been created to address the growing need for competence in palliative care. However, there is limited knowledge about the form and content of these courses, or of participants' experiences. This study aims to map the status, content, and evaluation of online palliative care courses in Sweden. Methods: This exploratory study used both quantitative and qualitative methods. The study process involved searching for online palliative care courses on the web and through contact with Swedish palliative care organisations, and then participating in these courses, surveying education providers, and analysing and validating responses. Quantitative data were analysed using descriptive statistics, while thematic analysis was applied to the free-text responses. Results: Nine online courses provided by five different organisations were mapped. These courses educated over 30 000 healthcare professionals, predominantly assistant nurses and registered nurses. There was a large discrepancy between the number of people who enrolled in and the number who completed the online courses. Shortcomings identified related to lack of systematic evaluation from the participants' perspectives, if and how knowledge was integrated into clinical practice, and difficulties in making the courses sustainable. Conclusion: Overarching and national systems for online education are needed. These would require sustainability considerations and guidelines for implementation, evaluation and follow-up of non-university-based online educational initiatives in palliative care. In addition, it is crucial for employers to support professionals undergoing such education, ensuring that they are given opportunities to share their feelings and discuss any challenging thoughts that arise during and after the course. [ABSTRACT FROM AUTHOR]

The log files of Massive Open Online Courses (MOOCs) reveal useful information that can help interpret student behavior. In this study, we focus on student performance based on their access to course resources and the grades they achieve. We define states as the Moodle resources and quiz grades for each student ID, considering participation in resources such as wikis and forums. We use efficient Hidden Markov Models to interpret the abundance of information provided in the Moodle log files. The transitions among certain resources for each student or groups of students are determined as behaviors. Other studies employ Machine Learning and Pattern Classification algorithms to recognize these behaviors. As an example, we visualize these transitions for individual learners. Additionally, we have created row and column charts to present our findings in a comprehensible manner. For implementing the proposed methodology, we use the R programming language. The dataset that we use was obtained from Kaggle and pertains to a MOOC of 4037 students. [ABSTRACT FROM AUTHOR]