http://jurnal.ut.ac.id/index.php/jriodl/issue/feedJournal of Research and Innovation In Open and Distance Learning2024-02-29T12:20:17+07:00Suhartonohart@ecampus.ut.ac.idOpen Journal Systems<p><strong>The Journal of Research and Innovation in Open and Distance Learning (JRIODL)</strong> is an international journal published twice a year in June and December. It aims to focus on multidisciplinary research to advance the theory and practices of open and distance learning (ODL) including innovation in education, integrating emerging technology, leadership and management in ODL, curriculum and pedagogy, ethics, and access and equity in education. JRIODL publishes original manuscripts based on empirical research and innovation in open and distance learning. The journal is jointly published by Universitas Terbuka, Indonesia, and the Indonesian Distance Education Professional Association (APPJJI).</p> <menu id="fcltHTML5Menu1" type="context"></menu>http://jurnal.ut.ac.id/index.php/jriodl/article/view/7632STUDENTS AND FACULTY LEVEL OF KNOWLEDGE AND AWARENESS OF DIGITAL CITIZENSHIP IN DISTANCE LEARNING ENVIRONMENT2024-02-29T11:11:47+07:00Mahmoud Hawamdehmhawamdeh@qou.edu<p>COVID-19 pandemic has changed the education landscape and increased the acceptance and adoption of distance educations by both individuals and academic institutions. The rise in e-learning and distance education and the increased access to the Internet and learning technology, it becomes critical that provide positive, safe, legal, and ethical behavioural online. While COVID 19 acerated the use and adoption of online learning, it also highlighted the importance of fostering effective digital citizenship given the level of misinformation and conspiracy theories generated spread on the Internet and social media about the pandemic. In this study, the researcher examined the students and faculty perception of digital citizenship practices in distance learning environments at Al-Quds Open University. The study used a mix method approach with 8 faculty participating in the qualitative interview and 559 students participating in the quantitative survey. The study's findings revealed that while students and teachers were aware of digital citizenship principles, they lacked in-depth understanding and knowledge of topics like digital rights, digital security, and digital ethics. Faculty and students both believed that digital citizenship is vital and required for protecting students' privacy and cultivating ethical technology use. Students and faculty both agreed on the importance of incorporating digital citizenship skills like digital rights, digital security, and digital ethics within e-learning curricula.</p>2024-02-29T00:00:00+07:00Copyright (c) 2024 Mahmoud Hawamdehhttp://jurnal.ut.ac.id/index.php/jriodl/article/view/7633DISCRIMINANT ANALYSIS IN DETERMINING THE DIFFERENTIATING FACTORS OF BLENDED LEARNING SUCCESS IN EDUCATIONAL INSTITUTIONS2024-02-29T11:14:42+07:00Heri Kurniawanheri.kurniawan@ecampus.ut.ac.idJaka Warsihnajaka-warsihna@ecampus.ut.ac.id<p>Blended learning has become an increasingly popular approach in the educational field because it combines traditional/conventional learning with digital technology-based learning. However, the success of implementing blended learning in educational institutions can be influenced by various different factors depending on the characteristics of the educational institution. Therefore, this study aims to analyze the differentiating factors that influence the success of blended learning in educational institutions. The discriminant analysis method in this study was used to identify and determine the differentiating factors that distinguished the high success blended learning group from the low success group. Research data was collected from various educational institutions that have implemented blended learning in their curricula. The results of the analysis show that there are several significant differentiating factors between the high and low success groups in applying blended learning. Some of these factors include Implementation Standards and Guidelines, Infrastructure and Technology mastery, Learning Strategy, Human Resources, Learning Content and Learning Environment. This research makes an important contribution to the development of more effective blended learning implementation strategies in educational institutions. By understanding the differentiating factors that influence success, educational institutions can increase their efforts to create a conducive learning environment and improve the quality of student learning outcomes.</p>2024-02-29T00:00:00+07:00Copyright (c) 2024 http://jurnal.ut.ac.id/index.php/jriodl/article/view/7634TRANSFORMING LEARNING EXPERIENCES IN ART AND DESIGN APPRECIATION: A RESEARCH ON E-LEARNING DESIGN AND DEVELOPMENT2024-02-29T11:19:23+07:00Devanny Gumulyadevanny.gumulya@uph.edu<p class="Abstract" style="text-indent: 0in;"><span style="font-size: 12.0pt; font-weight: normal;">The paper focuses on the design and development of an e-learning course in art and design appreciation. Using the ADDIE model, the study explores the integration of the See Think Wonder approach in the e-learning context. The research aims to enhance learners' engagement, understanding, and appreciation of art and design. The study consists of analysis, design, development, implementation, and evaluation of art and design appreciation e-learning. The findings indicate that the See Think Wonder approach positively impacts the e-learning environment by increasing learner engagement, critical thinking skills, and emotional connection to artworks. The approach facilitates active participation, critical discussions, and improved observation and interpretation of artworks. The e-learning platform offers flexibility and accessibility, enabling learners to study at their own pace. Multimedia elements and interactive activities enhance the learning experience. Evaluation results support the effectiveness of the course, with learners recognizing the value of the See Think Wonder approach in enhancing art and design appreciation. It improves their confidence in analyzing artworks and deepens their understanding of artistic elements and principles. The research contributes to the field of art and design education by highlighting the potential of e-learning in transforming learning experiences. It provides insights for educators and instructional designers seeking to enhance art and design education through digital platforms.</span></p>2024-02-29T00:00:00+07:00Copyright (c) 2024 Devanny Gumulyahttp://jurnal.ut.ac.id/index.php/jriodl/article/view/7635EVALUATING GENERATIVE ARTIFICIAL INTELLIGENCE AND INTERNET SEARCHES IN FOREIGN LANGUAGE GRAMMAR LEARNING: EXAMINING THE ROLE OF EXPERTS THROUGH A STUDY ON VOCABULARY BEGINNING WITH “MER-” IN MALAY2024-02-29T12:20:17+07:00Yumie Murataytamur4@gmail.com<p>This study aimed to clarify the usefulness and limitations of generative artificial intelligence (AI) and online information in the self-study of foreign languages, and to reassess the domain of roles that humans, such as language teachers and experts, should perform. As a learner of Malay, the author attempted to pursue this objective by seeking solutions to grammar-related questions that arose during the process of learning Malay without directly asking teachers or specialists, instead posing questions to generative AI or conducting Internet searches.</p> <p>The author first pursued the question of using the form "<em>mer-</em>" as a prefix-like element in Malay. The author attempted to resolve this question by applying it to generative AI, including ChatGPT, and by conducting an Internet search. It transpired that the generative AI could not distinguish between prefixes and other elements, and thus failed to resolve the question. Next, through an Internet search and reviewing literature, although no discussions on "<em>mer-</em>" were found in Japan, the following three positions regarding "<em>mer-</em>" were observed in Malaysia: (1) the prefix "<em>mer-</em>" does not exist at all, (2) "<em>mer-</em>" used to be a prefix in the past but was no longer considered as such, and (3) it should be "<em>mar-</em>" instead of "<em>mer-</em>." However, it was not possible to obtain information on whether there possibly were other positions, or if one of these positions had been conclusively proven to be correct. Translations by ChatGPT proved to be useful for understanding literature written in Malay. Internet searches were effective in identifying the relevant literature, even with small search terms. Language teachers and experts are needed for answering to learner’s grammar-related questions. They would also contribute to the development of specialized AI capable of answering grammar-related questions, enabling AI to fulfill this role for learners in the future. Language teachers and experts can then focus on researching other unresolved issues.</p>2024-02-29T00:00:00+07:00Copyright (c) 2024 Yumie Murata