IRRODL
Friday, August 7
Does Interaction Quality Enhance Motivation Among Online Postsecondary Students? Exploring the Mediating Role of Anxiety
The literature has highlighted the importance of engaging students in online learning through multiple forms of interaction: student-content, student-instructor, and student-student interactions. While the quality of interaction plays a significant role in either enhancing or undermining students’ motivation to learn,…
doi.orgAn Exploratory Factor Analysis of the Online Information Literacy Self-Efficacy (OILS) Instrument
The purpose of this study was to develop and validate an effective instrument to measure undergraduate students’ self-efficacy in engaging with information for online coursework. Recognizing the increasing importance of information literacy in online learning environments, the Online Information Literacy Self-Efficacy…
doi.orgNovel Technologies in Nurse Practitioner Education: An Integrative Review
The use of technology in healthcare education is rapidly expanding. Undergraduate nursing programs have integrated advanced technologies such as high-fidelity simulation, immersive virtual reality, augmented reality, and holographic simulations to support learning and improve retention in both in-person and distance…
doi.orgThe 20-Year Evolution of Distance Education: A Bibliometric and LDA-Based Topic Model Analysis
Although research on distance education has increased substantially in recent years, comprehensive analyses capturing the overall thematic development of the field remain limited. Modeling studies are necessary to address this gap and to uncover long-term research trends. This study aimed to reveal the trends of…
doi.orgEnrollment Decline and the Digital Divide in Rural Elementary Schools: Implications for Equity in Basic Education
This study explores the decline in student enrollment in rural elementary schools in Banyumas Regency, Indonesia, as a pressing challenge for educational equity in the digital era. Using a qualitative descriptive design, data were collected through interviews with principals, teachers, parents, and community leaders,…
doi.orgPredicting Student Outcomes in Open High Schools Using Educational Data Mining
Open high schools fulfill a critical function by offering flexible educational pathways for students encountering diverse socioeconomic and personal challenges. Nevertheless, escalating dropout rates represent a significant concern, necessitating robust predictive models to facilitate early interventions. This study…
doi.orgDetermining Accountability in AI-Assisted Scholarship: A Report and Recommendations
The proliferation of generative artificial intelligence (GenAI) presents a significant challenge to traditional notions of accountability in scholarly publishing. This report addresses the pressing question of who is responsible for the content of academic work when its creation involves AI assistance. It does so by…
doi.orgArtificial Intelligence in Online Learning: Using BERTopic to Track Research Topics and Their Evolutions
Artificial intelligence in online learning (AIOL) has attracted increasing attention in academia. This study applied BERTopic, a transformer-based topic modeling approach that leverages contextual embeddings, to examine the thematic structure and evolution of AIOL research. By analyzing 1,048 AIOL publications, this…
doi.orgStructure and Content of Interactions: Social Presence in Asynchronous Online Whole-Class vs. Small-Group Discussions
This study investigates how the format of asynchronous online class discussions (whole class vs. small group) affects the structure and content of student interactions. Data were collected from 8 weeks of discussion forums in a graduate-level, asynchronous, online course at a comprehensive university in the…
doi.orgBlended Learning in a Post-Pandemic Context: A Cross-Sectional Study on Turkish EFL Learners’ Perspectives
During the COVID-19 pandemic, various institutions took measures to prevent the spread of the virus. Educational institutions contributed to these efforts by shifting from face-to-face to online learning. One such approach was blended learning, which served as a transitional model between the two. Blended learning has…
doi.orgArtificial Intelligence in Scholarly Peer Review: Ethical Considerations, Current Practices, and Future Implications
The integration of artificial intelligence (AI) into scholarly peer review represents a fundamental transformation of academic publishing’s quality control mechanisms. This report critically examined the ethical considerations, institutional practices, and emerging technologies associated with AI-assisted peer review.…
doi.orgThe Present and Future Landscape of AI in Scholarly Publishing
doi.orgBetween Obligation and Aspiration: Motivation, Emotions, and Systemic Barriers in Online Professional Development for Rural Teachers
This study investigates how rural teachers in China experience online professional development (OPD), focusing on the affective, motivational, and structural dimensions of their engagement. Drawing on in-depth interviews with 30 rural primary and secondary school teachers, this study employed sentiment analysis and…
doi.orgBuilding a Framework to Guide the Design and Development of Open Educational Practices for the Digital Training of University Professors
In the context of widespread digitalization in higher education, enhancing teacher digital competence (TDC) has become a critical priority. However, institutional efforts to advance TDC, including the development of open educational resources (OER), are often hindered by the prevalence of training models that lack…
doi.orgFrom Consumers to Creators: How Student Participation in OER Development Transforms Understanding of Open Licensing and Improves Digital Literacy
Open educational resources (OER) have emerged as key tools in democratizing education, and the levels of student awareness of OER, as well as engagement and use in many Canadian institutions, are increasing. This study explores whether involving undergraduates in the creation of OER improves their understanding of…
doi.orgSystemic Vulnerabilities in Online Education: Diagnosing and Meeting K–12 Teacher Preparation Needs
This mixed-methods study developed and evaluated a comprehensive 5-week asynchronous in-service training program to enhance K–12 teachers’ online education competencies across pedagogical, social, managerial, and technical domains. Following needs assessment, 21 teachers in Türkiye participated using the Canvas…
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