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Journal of Digital Learning and Distance Education
Published by Radinka Jaya Utama Publisher
ISSN : -     EISSN : 29646685     DOI : http://doi.org/10.56778/jdlde
Core Subject : Humanities, Science, Education, Social,
Humanities Computer Science & IT Languange, Linguistic, Communication & Media Social Sciences Other
The Journal of Digital Learning and Distance Education (JDLDE) aims to provide space for teachers, postgraduate students, Ph.D. candidates, lecturers, and researchers in publishing their work or research results. Journal of Digital Learning and Distance Education (JDLDE) publishes research results with focus and scope: information technology, digital learning, distance education, mobile learning, web-based learning, educational technology, e-learning, blended learning, digital classrooms, virtual learning, and all research aspects in digital learning, and education.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2023): Journal of Digital Learning and Distance Education (JDLDE)" : 5 Documents clear
Facebook Messenger: As Means of Communication for Academic Inquiries John Erwin Pedroso; Laura Fe A. Tubola; Earl Jhon Aquidado
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 2 No. 2 (2023): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v2i2.116

Abstract

Most of social media users use Facebook Messenger as a messaging platform because of its free messaging and video chatting service. Thus, it is not a surprise that Facebook Messenger is utilized as a communication tool for academic purposes. This descriptive qualitative research anchored on the epistemology constructionism, methodology and naturalistic inquiry aimed to determine how do students use Facebook-Messenger as means of communication for academic inquiries. The aforesaid study was conducted among the twelve (12) BSED Social Studies learners who were identified through purposeful sampling. The researchers utilized a semi-structured written interview which contains one question anchored in the Task-Technology Fit (TTF) Theory. On the other hand, the data and information were collected through essay form and analyzed through Conventional Qualitative Content Analysis. In using Facebook Messenger as a means of communication for academic inquiries, the informants from BSED Social Studies expressed that the platform is avenue for academic skills, task-needs, and their preferred technology. First, informants expressed that Facebook Messenger is an avenue for academic skills because it (1) facilitates collaboration, its (2) easy navigation of features, and (3) fosters teacher-learner communication. Also, Facebook Messenger fills for their task-need as it helps them conduct (1) group discussion, (2) convenient submission, have (3) clear instruction, and (4) task clarity. Lastly, informants show evidence that the platform is their preferred technology because it is an (1) alternative platform, (2) file-sharing platform, (3) provide storage for preference, (4) up-to-date reminder, and a (5) convenient tool for communication. This study reveals that Facebook Messenger is used as a tool to open an avenue for academic skills, is an essential platform for delivering task needs, and was a preferred technology as a means of communication for academic inquiries.
Unlocking the Power of Canva: Students’ Views on Using the All-In-One Tool for Creativity and Collaboration John Erwin Pedroso; RV S. SULLEZA; Keith Hae Moon C. FRANCISCO; Ayya Jade O. NOMAN; Chynna Althea V. MARTINEZ
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 2 No. 2 (2023): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v2i2.117

Abstract

As technology continues to be integrated into the field of education, many students and teachers turn to digital tools to enhance their learning and teaching experience. Among these tools is Canva, a web-based graphic design platform. This qualitative descriptive study seeks to investigate the views of students on using Canva as an all-in-one tool for creativity and collaboration. It was conducted among eight (8) Bachelor of Secondary Education (BSED) major in Social Studies students who were identified through a purposeful sampling technique. The students were asked to write narratively in a written interview questionnaire based on Graham Gibbs' reflective cycle that was created using Google Docs. The analysis revealed three (3) main themes: unique features (user-friendliness, diverse applications, and efficient collaboration), positive effects on creativity and collaboration (continued usage, enhanced skills, and increased satisfaction), and drawbacks (application’s limitations and users’ limitations). The results demonstrated that students have predominantly positive opinions of Canva. It enables them to unleash their creativity, optimize collaboration, and produce visually captivating designs. However, they also acknowledged that despite its user-friendliness and comprehensive features, Canva has certain disadvantages that may come from the application and the students themselves. Factors like overreliance on the application and weak connectivity may pose a challenge to their design process. Nevertheless, Canva remains a valuable digital tool for students in enhancing their educational endeavors.
Teaching writing to Students of English as a foreign language: The Challenges Faced by Teachers Zanyar Ghafar
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 2 No. 2 (2023): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v2i2.123

Abstract

Teaching writing to students who need a more strong command of the English language presents a unique set of challenges for their instructors. People who are not native English speakers may find it challenging to enhance their writing talents due to language barriers, cultural differences, and a lack of knowledge of writing standards. This may make it difficult for students to improve their writing abilities. It is within one's power to succeed despite these challenges. Despite this, it is possible to do this successfully with enough preparation, well-targeted teaching strategies, and a friendly and welcoming atmosphere for learning. This article will analyze the challenges teachers face when teaching writing to students whose first language is not English and will present actionable suggestions to enhance these students' educational experiences. The article will also discuss the problems teachers face when teaching writing to students whose first language is not English
Teaching English: The Challenges Teachers Face and the Various Instructional Techniques Zanyar Ghafar
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 2 No. 2 (2023): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v2i2.124

Abstract

Although teaching is a great career, there are moments when it may be challenging. Due to the adoption of new teaching techniques and the extent to which electronic and intelligent training have permeated the area of education, the responsibilities of instructors have changed dramatically over time. This study aims, there are two primary areas of discussion on the challenges that teachers of young language learners encounter and the various instructional techniques that they may use. The resources and teaching methods now in use may be used to address the difficulties connected with teaching English. How well instructors can use the available materials for teaching English is the major topic of the study. According to the findings of this study, young pupils were getting Instruction in English as a second language utilizing an extensive range of digital tools. To provide the right teaching, tutors must be aware of each student's evolving requirements. Furthermore, it seems sense that the educational process might be stressful given the potential for issues. In order to prevent obstacles from impeding learning, each challenge should be constantly monitored by an experienced instructor. 
College Tutors’ Barriers and Challenges with their usage of Online Instructional Delivery Resources during Covid-19 Pandemic, Ghana. Obeng Owusu-Boateng; Issifu Yidana; Anas Seidu Salifu; Ben-Bright Benuwa; Gilbert Naa Emmideme; Khalid Abdul-Mumin; Ben Kudus Yussif
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 2 No. 2 (2023): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v2i2.130

Abstract

The study investigates the barriers and challenges Ghanaian College tutors faced during the Covid-19 Pandemic when schools had to be closed down which necessitated teaching and learning to be transitioned from the normal face-to-face to a completely online mode using online instructional delivery resources. The research design was descriptive statistics with a sample size of 100 tutors chosen from ten Colleges of Education in Northern Ghana. A purposive sampling technique was used to choose these tutors. The instrumentation used for data collection in this study was a questionnaire. A closed-ended questionnaire was developed for this study. An online Google Forms questionnaire was used to elicit responses using a 4-point Likert scale and the data was analyzed using IBM SPSS version 20. The results of this study found that, the major barriers identified by tutors in the usage of online instructional delivery resources during teaching and learning included; constant cuts in electricity supply, high cost of electronic devices, high cost of maintenance for electronic devices used for online teaching, poor internet connectivity, low level of incentives, low-level internet accessibility, high cost of data bundle and lack of incentives and motivation. The findings of this study....

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