PJDOL

An Investigation of Technical and Pedagogical Dimensions of Learning Management System of Open and Distance Learning Institution

Abosede Margaret Ebabhi, Adeyinka David Adewoyin, Eberechukwu C. Ume — Tue, 30 Dec 2025 00:00:00 +0000

The purpose of this study was to analyze the technical and pedagogical dimensions of learning management systems (LMS) in one of the mainstream south western open and distance learning institution in Nigeria. In this study, descriptive survey design was adopted. The data was obtained from 356 participants using a structured, four-point scale self-administered questionnaire and analyzed using mean and standard deviation. The findings showed a dual narrative. The LMS platform significantly supported instructional activities through fostering accessibility and engagement in distance learning. However, technical challenges such as suboptimal user interfaces, slow loading speeds and compatibility issues hampered their effectiveness. Despite these limitations, the study confirms the significant technical and pedagogical influence of LMS on learners’ experiences. Furthermore, the research study underscores the need for targeted improvements which include optimization of LMS functionalities and investments in robust technological infrastructure that will enhance both user satisfaction and learning outcomes. The study recommended a longitudinal research study to deepen understanding of evolving role of LMS and its impact on educational delivery in diverse contexts. Stakeholders can adopt the insights provided from this research study to advance the effectiveness of distance learning systems.

Examining the Relationship between Digital Literacy and Academic Performance of Students in Distance Education System

Muqaddas Mehmood — Tue, 30 Dec 2025 00:00:00 +0000

The purpose of this study was to examine the relationship between digital literacy and the academic performance of distance learners. An analysis of the relationship between these two variables from the perspective of the students could bring crucial information to enhance the effectiveness of strategies in distance learning system. The researcher employed quantitative research design and survey research method for this study. The data were obtained by the researcher using the modified five-point Likert scale questionnaire. The population of the study was all the students enrolled in different departments of distance education university in Pakistan. The sample of the study consisted of 400 students selected through convenient sampling technique. Findings of the study confirmed that there is a strong positive correlation between academic performance and digital literacy, which indicates that more digitally literate pupils will have better academic performance. This paper illustrates that digital literacy skills can improve learning results, self-directed learning and student performance generally by the role that digital capabilities have in accessing online resources, controlling them, and utilizing them.

Challenges in the Effective Implementation of Artificial Intelligence in Assessment Practices: Teachers’ Perspective

Bushra Haleem, Sumbal Asghar — Tue, 30 Dec 2025 00:00:00 +0000

The purpose of this research study was to examine the perceptions of teachers regarding challenges of using AI in assessment practices. This is exploratory (pilot) quantitative study and the sample was selected from four faculties by consensus sampling technique in virtual university of Pakistan; forty-one teachers from four faculties were selected. Five-point Likert scale was developed by researchers for data collection. The items were divided into nine challenges; workload, large class size, ethical, technical, pedagogical, inefficiency of AI, training, resources and institutional support. The instrument was validated from three experts who were teaching at university level. The reliability of the instrument was .844. The date was collected from teachers through google form. The findings stated that teachers were using AI based tools in assessment methods with plagiarism detection program and generative artificial intelligence tools as often used ones. The results showed the insignificant difference in challenges i.e., workload, large class size, ethical, inefficiency of AI, training and institutional support, faced by faculty members based on their academic qualification. This study suggests that regular training sessions, technical resources and digital infrastructure, proper guidelines from institute should be arranged for faculty members.

A Comparative Study of Social, Emotional and Personality Characteristics of Students in Online and Face-to-Face Education System

Sami Ullah Sami Ansari — Tue, 30 Dec 2025 00:00:00 +0000

This study aims to compare the personality and social- and emotional characteristics of learners studying in online and face to face education system through a quantitative cross-sectional approach. The tsudy was based on PERMA model of well-being and the big five personality traits. Fifty undergraduate students from different universities participated in this study and submitted their response on the PERMA profiler and big five ınventory-44 questionnaires. SPSS descriptive statistics, independent sample t-tests, and correlation co-efficient were used to analyze the data. Students studying in physical classrooms scored significantly higher on the positive emotion, engagement, and relationships dimensions of the PERMA Profiler, which reflected social connection and emotional regulation. In contrast, online learners scored higher on neuroticism and lower on agreeableness. However, online learners also scored significantly higher on the self-regulation aspect of Seligman’s positive relationships criterion, suggesting that these students may be more independent and better adjusted. The study recommends designing online and offline learning experiences through a hybrid system that supports students’ social, emotional, and physical well-being. Cultural influences should also be considered when designing curricula that promote emotional, social and intellectual development of students.

Language Teachers’ Perceptions and Experiences of Teaching English Language Online During the Pandemic

Adnan Ahmed, Mohammad Younus, Aizaz Ali Soomro — Tue, 30 Dec 2025 00:00:00 +0000

During COVID-19 pandemic, instructors and learners had to master new tools with little direction or experience, and they struggled with availability and material aid, as well as illness and economic challenges. The study used a mixed-methods approach with an explanatory sequential design to process the data. Data were collected from 100 ESL university teachers from 37 different universities, and semi-structured interviews were conducted with 10 ESL university teachers from six different universities. Using purposive sampling, data were collected from participants from all parts of Sindh except Karachi. The descriptive statistical analysis was done using SPSS, and thematic analysis was performed to get the results. According to the findings of this study, teachers were moderately familiar with online teaching and strategies. However, the students in online courses were less engaged in learning and more inclined to participate in behavioral misconduct; therefore, they preferred face-to-face classes. Teachers experienced challenges in class preparation, exam administration, students' learning assessment, and a lack of resources including digital skills and internet access. Teachers' approaches were significantly influenced by online teaching because they learned and employed a variety of digital tools to make learning more engaging for students. This research has implications for pedagogical design and implementation.