https://www.carijournals.org/journals/index.php/JODL/issue/feed Journal of Online and Distance Learning 2024-02-18T15:23:36+03:00 Journal Admin journals@carijournals.org Open Journal Systems <p>JODL is an open access journal that publishes research and reviews on online and distance education. It aims to provide a platform for sharing experiences, insights, and innovations in the field. JODL covers topics such as instructional design, online pedagogy, learner support, assessment, quality assurance, and emerging technologies. JODL is hosted by CARI Journals, a global publisher that promotes open access and scientific knowledge. JODL is indexed in several databases and publishes articles monthly. Publishing in JODL can benefit authors by reaching a wide audience, contributing to the field, and enhancing their academic reputation.</p> https://www.carijournals.org/journals/index.php/JODL/article/view/1693 The Effectiveness of Gamification in Online Learning 2024-02-18T15:23:36+03:00 James Chukwu journals@carijournals.org <p><strong>Purpose: </strong>The main objective of this study was to examine the effectiveness of gamification in online learning.</p> <p><strong>Methodology: </strong>The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.</p> <p><strong>Findings: </strong>The findings revealed that there exists a contextual and methodological gap relating to the effectiveness of gamification in online learning. Preliminary empirical review revealed that gamification significantly enhances online student engagement, motivation, and learning outcomes. It emphasized the importance of carefully integrating gamification elements aligned with course objectives and tailoring strategies to meet diverse learner preferences for maximum impact in the online learning environment.</p> <p><strong>Unique Contribution to Theory, Practice and Policy: </strong>The Self-Determination Theory (SDT), Flow Theory and the Cognitive Load Theory may be used to anchor future studies on gamification and online learning. Based on the study on the effectiveness of gamification in online learning, several key recommendations can be made. First, educators and instructional designers should thoughtfully incorporate gamification elements into online courses, ensuring alignment with learning objectives. Clear instructions and timely feedback within gamified components are crucial for student engagement. Customization of gamification to cater to diverse learner preferences and characteristics is recommended, with options for students to choose their level of engagement. Lastly, institutions and instructors should regularly evaluate and iterate on gamification strategies to ensure their continued effectiveness and alignment with evolving online learning needs, treating gamification as a dynamic tool for enhancing online engagement and learning outcomes.</p> 2024-02-18T00:00:00+03:00 Copyright (c) 2024 James Chukwu https://www.carijournals.org/journals/index.php/JODL/article/view/1691 The Impact of COVID-19 on the Transition to Emergency Remote Teaching 2024-02-18T14:46:00+03:00 Ross Njunguna journals@carijournals.org <p><strong>Purpose: </strong>The main objective of this study was to investigate the impact of COVID-19 on the transition to emergency remote teaching.</p> <p><strong>Methodology: </strong>The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.</p> <p><strong>Findings:</strong> The findings revealed that there exists a contextual and methodological gap relating to the impact of COVID-19 on the transition to emergency remote teaching. Preliminary Empirical review revealed that the pandemic underscored the resilience of educators and students in adapting to remote teaching. It emphasized the crucial role of digital technology in education while highlighting disparities in access and the importance of professional development for educators. The study also recognized the significance of addressing the social and emotional well-being of both educators and students during times of crisis. Overall, it offers important lessons for policymakers and educators to ensure the adaptability and effectiveness of educational systems in the face of unforeseen challenges.</p> <p><strong>Unique Contribution to Theory, Practice and Policy: </strong>The Diffusion of Innovations Theory, Social Learning Theory and the Technological Acceptance Model (TAM) may be used to anchor future studies on the transition to emergency remote teaching. The study recommends enhancing remote teaching practices by providing comprehensive teacher training in digital pedagogy, ensuring equitable access to technology for educators and students, and fostering a sense of community and collaboration in virtual classrooms. This includes ongoing professional development, addressing the digital divide, creating clear technology guidelines, and promoting interactive online teaching strategies. Additionally, the study underscores the importance of student feedback and the provision of support services to enhance the overall remote learning experience during emergencies.</p> 2024-02-18T00:00:00+03:00 Copyright (c) 2024 Ross Njunguna https://www.carijournals.org/journals/index.php/JODL/article/view/1689 The Role of Artificial Intelligence (AI) in Personalizing Online Learning 2024-02-18T00:22:38+03:00 Vince Willis journals@carijournals.org <p><strong>Purpose: </strong>The objective of this study was to examine the role of Artificial Intelligence (AI) in personalizing online learning.</p> <p><strong>Methodology:</strong> The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.</p> <p><strong>Findings:</strong> The findings revealed that there exists a contextual and methodological gap relating to the role of Artificial Intelligence (AI) in personalizing online learning. Preliminary empirical review revealed the transformative potential of AI in personalizing online learning, aligning with established learning theories and offering practical applications such as adaptive content delivery and data-driven decision-making. However, the responsible and ethical use of AI remains paramount, requiring privacy safeguards and ongoing collaboration among stakeholders. This research underscores AI's capacity to make online education more engaging and effective while emphasizing the need for ongoing exploration and responsible implementation to shape the future of learning.</p> <p><strong>Unique Contribution to Theory, Practice and Policy:</strong> The Cognitive Load Theory (CLT), the Constructivist Learning Theory and Self-Determination Theory (SDT) may be used to anchor future studies on personalizing online learning. The study made the following recommendations: Incorporating artificial intelligence (AI) effectively into online learning requires institutions to integrate AI-powered personalization tools, continually monitor and improve AI systems, prioritize ethical considerations and transparency, offer professional development for educators, support research and evaluation efforts, focus on customization and scalability, and establish regular feedback mechanisms from all stakeholders. These measures collectively ensure that AI enhances online learning experiences by providing tailored content and recommendations while maintaining data privacy, ethical standards, and educator involvement, ultimately benefiting learners and educators alike.</p> 2024-02-18T00:00:00+03:00 Copyright (c) 2024 Vince Willis https://www.carijournals.org/journals/index.php/JODL/article/view/1692 Pedagogical Strategies for Enhancing Online Collaboration 2024-02-18T15:02:28+03:00 Muna Obi journals@carijournals.org <p><strong>Purpose: </strong>The main objective of this study was to examine the pedagogical strategies for enhancing online collaboration among learners.</p> <p><strong>Methodology:</strong> The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.</p> <p><strong>Findings:</strong> The findings reveal that there exists a contextual and methodological gap relating to pedagogical strategies for enhancing online collaboration. The study provides insights into effective pedagogical strategies for fostering collaboration in online education, emphasizing structured group activities, peer feedback, social media integration, instructor presence, gamification, and cultural sensitivity. It highlights the importance of designing collaborative learning experiences that engage learners, promote interaction, and build community. The findings underscore the pivotal role of instructors in guiding collaborative efforts and fostering a supportive online environment. Continuous research and professional development are essential to enhance the quality of online collaboration, empower learners, and address emerging challenges in digital learning.</p> <p><strong>Unique Contribution to Theory, Practice and Policy:</strong> Social Constructivism, Community of Inquiry framework and the Connectivism theory may be used to anchor future studies on pedagogical strategies for enhancing online collaboration. The study on pedagogical strategies for enhancing online collaboration recommends that educators diversify collaborative learning activities, leverage technology tools, foster a sense of community, provide scaffolding and support, and support faculty development and infrastructure to create enriching online learning experiences for students. By incorporating these recommendations, educators, instructional designers, policymakers, and educational institutions can promote collaboration, engagement, and success in online courses, ultimately enhancing the quality and effectiveness of online education.</p> 2024-02-18T00:00:00+03:00 Copyright (c) 2024 Muna Obi https://www.carijournals.org/journals/index.php/JODL/article/view/1690 The Impact of Social Presence on Online Student Engagement 2024-02-18T14:30:55+03:00 Andrew Odhiambo journals@carijournals.org <p><strong>Purpose: </strong>The main objective of this study was to explore the impact of social presence on online student engagement.</p> <p><strong>Methodology: </strong>The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.</p> <p><strong>Findings: </strong>The findings revealed that there exists a contextual and methodological gap relating to the impact of social presence on online student engagement. Preliminary empirical review revealed that the vital role of social presence in online education. It confirms that a strong sense of social presence fosters a connected and engaged online learning community, impacting both cognitive and affective aspects of student engagement. Effective course design, drawing upon theoretical frameworks, and intentional efforts by instructors contribute to enhancing social presence and, consequently, improving the overall online student engagement experience.</p> <p><strong>Unique Contribution to Theory, Practice and Policy: </strong>The Social Cognitive Theory (SCT), Community of Inquiry (CoI) Framework and Transactional Distance Theory (TDT) may be used to anchor future studies on online student engagement. To enhance online student engagement in the context of the study, several key recommendations emerge. Educators should actively promote social interaction within online courses, provide clear expectations and guidelines, incorporate synchronous interactions, implement peer interaction and feedback mechanisms, leverage technology tools for social engagement, offer timely and supportive feedback, monitor and assess social presence, and invest in professional development opportunities for instructors. By following these recommendations, instructors and institutions can create a more interactive and engaging online learning environment, fostering a strong sense of social presence and ultimately improving the overall educational experience for online students.</p> 2024-02-18T00:00:00+03:00 Copyright (c) 2024 Andrew Odhiambo