Journal of e-learning Research

Exploring Teachers’ Experiences with Technology-Integrated Flipped Learning: A Qualitative Case Study from Gilgit-Baltistan and Chitral

Noor Shamsuddin, Abdul Wali Khan — Tue, 06 May 2025 00:00:00 +0000

During the COVID-19 pandemic, schools in Pakistan faced prolonged closures over various phases, leading educational institutions to seek alternative methods to ensure students’ continued learning. Embracing technology as a viable solution, private schools started digital learning programs (DLP) by creating digital resources distributed to students for home viewing. In the post-COVID-19 scenario, teachers changed traditional classrooms into flipped learning using the already prepared video materials. This technology-integrated flipped classroom was a new experience for teachers in the rural mountainous region of northern Pakistan. This paper highlights the perceptions and experiences of 20 purposefully selected teachers from Gilgit-Baltistan and Chitral (GBC), Pakistan. The teachers were selected based on their active involvement in developing digital learning materials and their utilization to transition from traditional to flipped classrooms in various private schools. By focusing on these specific regions, the study provides valuable local insights into the (un)successful integration of technology in teaching and learning practices in rural settings. The findings of this study can serve as a valuable resource for teachers, school leaders, and policymakers, facilitating a deeper understanding of the impact and potential of technology-integrated flipped classrooms in the post-COVID-19 educational landscape of GBC. Moreover, by investigating the local context, this research bridges the gap between theoretical concepts of technology integration and the practical realities faced by teachers and students in Northern Pakistan. This study provides evidence-based recommendations and strategies for future initiatives to enhance teaching and learning practices through technology-integrated flipped classrooms.

The Virtual Academic Adviser: A Generative AI-based Chatbot for Course Selection in Open and Distance Learning

Sefa Emre Oncu — Tue, 06 May 2025 00:00:00 +0000

This Research Examines The Challenges Learners Face During Course Selection In Open And Distance Learning Frameworks And Evaluates The Effectiveness Of AI-Powered Virtual Academic Advisers In Addressing These Issues. While Distance Education Offers Flexibility, The Absence Of Personalized Guidance Often Complicates Decision-Making. This Study Aims To Develop A Virtual Academic Adviser Aligned With Anadolu University's Registration And Course Selection Regulations And Analyze Its Responses To Learner Inquiries. Using Openai's Mygpt Application, Virtual Advisers Were Trained To Interact With Learners Based On Their Academic Performance. A Qualitative Holistic Single-Case Design Was Applied To Compare Responses From Virtual Advisers With Those Of Chatgpt 3.5 And Chatgpt 4. Findings Suggest That Integrating Virtual Advisers, Accounting For Academic Risks Like Repeated Course Performance, Can Enhance Learner Experiences. The Study Underscores The Potential Of AI-Based Virtual Advisers To Improve Academic Performance And Decision-Making In Course Selection, Advocating Further Research Into AI’s Role In Distance Education.

DECLAME’FLE Project: Advancing Inclusion and Understanding through Literature on Migration and Exile in French Language Education

Christine Evain, Clara Millan Destais, Elisabeth Richard — Tue, 06 May 2025 00:00:00 +0000

The DECLAME’FLE project, an interdisciplinary initiative focused on Migration and Exile Literature (MELit), integrates literature with digital learning to foster empathy, inclusion, and cross-cultural understanding. Developed as part of the European Erasmus+ strategic partnership (2019–2021), the project has produced a Massive Open Online Course (MOOC) dedicated to the didactics of French as a Foreign Language (FFL), with a particular emphasis on migration narratives. This MOOC supplies French and FFL instructors with Open Educational Resources (OER), empowering them to address migration themes in their classrooms through innovative, literature-based approaches. This article explores the design, methodology, and impact of the DECLAME’FLE resources, focusing on their influence on Master’s students in Language Didactics at Rennes 2 University, who were actively involved in the MOOC’s creation, as well as on a diverse group of international testers. The study outlines two main phases: the MOOC’s development (September–January 2022) and the subsequent testing phase (February 2022–November 2024), which built on prior didactic work by two FFL educators. Utilizing both quantitative (pre- and post-tests) and qualitative data (class recordings, interviews, and surveys) gathered during these phases, the findings indicate that the DECLAME’FLE MOOC provides a scalable and adaptable model for integrating migration themes into foreign language education. This model holds promise for broader applications across various languages and thematic areas, enhancing engagement with literature in multicultural educational settings.

An Examination of Faculty and Students Perspectives on the Role of Generative Artificial Intelligence in Enhancing or Hindering Educational Experience in eLearning

Sylvia Tuikong, Anthony Wambua Wambua — Tue, 06 May 2025 00:00:00 +0000

The study explored student and faculty perspectives on using Generative Artificial Intelligence (GenAI) tools, like ChatGPT, in eLearning. Understanding stakeholder views is essential for the effective integration of these technologies in education. The research highlighted opportunities and challenges, with faculty expressing concerns about GenAI's impact on critical thinking, problem-solving, and academic integrity, including plagiarism. Despite this, faculty acknowledged its potential to enhance personalized learning and instructional practices, noting the need for formal training. Students viewed GenAI as a valuable tool for simplifying concepts, generating ideas, and improving learning experiences, reporting higher adoption rates for assignments and research. Ethical concerns, like overreliance on AI and reduced independent learning, were shared by both groups. The study emphasized the importance of clear guidelines, responsible usage, and training programs to address these challenges. By fostering ethical integration, educational institutions can harness GenAI's potential to enhance engagement and learning while preserving educational integrity.

Getting Back to Basics: Highlighting the Need for Research on Technology Exposure in Children’s Language Classrooms

Máirín Kelly, Eva García Ortiz, William Schutz, Patrick Doherty — Tue, 06 May 2025 00:00:00 +0000

The COVID-19 pandemic has significantly accelerated technology use in education, particularly in young language learners’ classrooms. This shift has raised concerns among primary school educators regarding how increased screen time and digital distractions affect cognitive development and Additional Language Learning (L2 learning). Preliminary conversations with primary school teachers suggest growing apprehension about over-reliance on technology in children’s classrooms. While digital tools support personalized learning, excessive use may limit meaningful interaction, potentially hindering L2 acquisition. This study highlights the urgent need for targeted research to examine the effects of classroom technology on young L2 learners and to develop pedagogical strategies that ensure a balanced approach to technology integration. Based on insights from educators in Madrid, Spain, this study contributes to ongoing discussions on post-pandemic technology integration, offering practical implications for language classrooms worldwide.

A.I. & Adult Education in Greek Second Chance Schools: A Blessing or a Curse?

Avraam Sachpatzidis — Tue, 06 May 2025 00:00:00 +0000

Artificial Intelligence (AI) has begun to integrate into educational institutions globally and has garnered significant attention, shown by the Second Chance Schools (SCS) in Greece. Second, Chance Schools (SCS) play a vital role in providing individuals the opportunity to get their primary educational qualifications, therefore enhancing their technical and professional abilities to improve their work prospects. The AI offers potential prospects, including customized learning experiences, enhanced access to educational materials, and streamlined administrative procedures. These technologies address the diverse requirements of adult learners in SCS, who possess differing degrees of technical proficiency and encounter socio-economic challenges. The use of AI raises numerous significant concerns. Ethical issues, the digital divide, and data protection exemplify its effective implementation. Moreover, excessive reliance on AI and the eradication of human presence in the educational system may pose problems, since the human element is essential for providing emotional support and direction to adult learners. This research thoroughly examines the dual impact of AI on Greece's Second Chance Schools (SCS). It examines its potential as a transformational instrument and source of challenges. It underscores the need of meticulous implementation techniques that prioritize ethical principles, equality, and a harmonious balance between human interaction and technology, ensuring that AI serves as a beneficial tool rather than a detriment to adult education.