IRRODL

Generative artificial intelligence (GenAI) has introduced a novel aspect to educational methodologies and sparked fresh dialogues regarding the creation and evaluation of instructional resources. This project seeks to investigate the impact of GenAI on the development and assessment of online course materials and learners’ engagement with these materials in the online learning environment. The study analyzed GenAI-generated multiple-choice questions, fill-in-the-blank exercises, and true-false activities during 3 weeks of a 14-week online course. Subject matter experts assessed these documents in regards to content, relevance, and clarity. Data was collected through an online form with open-ended questions. The interactions of learners with the GenAI-created learning activities were analyzed using log records of the learning management system and compared to the content provided by the course instructor regarding interaction levels. The study’s conclusions elucidate the capability of GenAI technologies to produce course-specific content and their efficacy in education. We stress that human specialists’ critical evaluations play a crucial part in improving the pedagogical validity of GenAI-powered learning materials. Further research into topics including the ethical dimension, the effect on academic achievement, and student motivation is recommended.

There is a noticeable growth in the number of systematic reviews published in open, distance, and digital education (ODDE), with a growing focus on flipped teaching and learning, particularly in higher education, emphasizing the need to consolidate evidence and findings under one comprehensive review. This umbrella review aims to thoroughly understand the current state of flipped learning in higher education and pinpoint research gaps, analyzing 23 systematic reviews published between 2018 and 2022 from three international databases: Web of Science, Education Source, and Scopus. It delves into publication and authorship patterns while synthesizing key insights. The thematic scope of the reviews reveals that many were focused on the effectiveness of flipped learning and teaching interventions, as well as learning design. The review explored theories guiding practice and research, instructional design considerations, and the application of flipped classrooms in various fields of study. It also examined the reported challenges of the flipped classroom model. As there are a scarcity of theoretical frameworks and a lack of detailed information on the pedagogical challenges of this model, recommendations are presented to enhance research and practice of flipped teaching and learning. The results of this umbrella review provide valuable insights to guide research in future and improve the quality of systematic reviews in the field of ODDE in general and flipped teaching and learning in particular.

Integrating mobile learning technologies in mathematics education in light of the pandemic, natural disasters, and recent technological developments is a significant shift in practice. This research applied the systematic review approach to assess the impact of mobile learning aids on students’ learning attitudes, motivation, and performance in mathematics. Based on a synthesis of peer-reviewed articles published from 2010 to 2024, this paper focuses on five themes: (a) student and educator experience and engagement, (b) modification in instructional practices, (c) learning and achievements, (d) opportunities, challenges, and strategies, and (e) mobile learning perceptions. The review reveals that mobile learning enhances students’ essential and higher-order thinking skills by establishing interactivity and learning through inquiry. However, other factors, such as the unequal distribution of resources and technology, still pose a challenge. To address these issues, it is suggested that future policies should focus on improving infrastructure, digital competency, and professional learning for instructors. Further, it is essential for institutions to engage faculty members in collaborative platforms to enhance their practice and have secure measures for data protection. This systematic review emphasizes the need for the researcher to conduct these evaluations over time to gauge the long-term impact of mobile learning and to look at the effects of this form of learning on different groups of students. It also concludes that future studies need to pay attention to ethical concerns and ways to provide equal opportunities in integrating technology into mathematics education for all students.

Salman Khan’s Brave New Words emerges at a pivotal moment in educational history, when artificial intelligence (AI) is alternately celebrated as a transformative force and denounced as a threat to the human dimensions of teaching. Using his rich experience as the founder of Khan Academy, a globally renowned non-profit organization producing freely available educational videos and exercises, Khan weaves a conversational narrative that eschews dry technical jargon in favor of vivid case studies and practitioner anecdotes. This book targets readers who are new to AI, whether as parents, teachers, or education policy makers. Rather than serving as a step-by-step guide or an exhaustive chronicle of AI’s evolution, the book offers a practitioner’s reflection on how emerging technologies can be adapted to align with institutional goals and real-world classrooms. Khan brings readers into his conversations with education innovators. The author’s enthusiasm for AI technology in education sometimes outpaces a deeper engagement with its long-term social and pedagogical implications.

Editorial – Volume 26, Issue 4