IRRODL

Professionalism in opera singing depends on the quality of education. This study examines the teaching of opera singing online via master classes and seminars. Based on the present findings, master classes are effective in improving the voice technically and range-wise, whereas seminars are effective in helping opera singers achieve emotionality. These instructional methods were compared in terms of content variety, balance between theoretical and practical components, and their effect on performance artistry and technical skills. Those learning to sing opera through master classes reported experiencing improvements in memory (24%) and problem-solving (22%). Students who attended the online seminars reported improvements in concentration (28%) and memory (26%). Challenges include limited control over assignments, attendance, and assessment. This study highlights effective tools for online opera training, with potential for future comparisons of methods in developing vocal and instrumental skills.

This study critically examined tutors’ perspectives on advancing the academic development of teacher education programs delivered via open and distance learning (ODL) at Bangladesh Open University (BOU). Tutors play a pivotal role as frontline facilitators of instruction, yet their experiential insights are often underrepresented in institutional decision-making. Drawing on a constructivist paradigm and grounded theory methodology, this qualitative inquiry engaged 82 tutors across eight tutorial centres using open-ended survey questions. Through classical content analysis, eleven major themes emerged, including attendance in tutorial sessions, curriculum and module design, tutorial session frequency, physical resources, tutor professional development, and supervision of practice teaching. The findings reveal that tutors emphasise the need for structured learner engagement, participatory curriculum revision, robust infrastructural support, and institutional investment in tutor capacity-building. The study also highlights disparities between current program structures at BOU and international norms, suggesting the need for extended program duration and more integrated practicum experiences. Implications are drawn for institutional policy, academic design, and participatory governance in ODL. By foregrounding tutors’ voices, this study contributes to a more inclusive model of academic development and underscores what tutors perceive as the need to bridge the gap between policy directives and pedagogical realities in distance education.

Background: Hybrid-Flexible (Hyflex) courses have become a prominent teaching method post-COVID-19, offering students the flexibility to attend classes online, offline, or both. While this model promotes instructional continuity and student-centered learning, it presents challenges in managing effective team collaboration. Aims: to investigate the underexplored relationship between effective communication, team atmosphere, and team performance in Hyflex learning environments, the study seeks to provide novel insights into optimizing team dynamics and enhancing learning outcomes in flexible educational settings. Sample(s): The study involved 310 college students enrolled in the authors' Hyflex course.. Methods: An online survey was conducted using validated scales, Confirmatory Factor Analysis (CFA) and Multiple linear regression analyses were used to test the hypotheses. Results: Effective communication was found to significantly enhance team performance (β = 0.389, p < .001). Team atmosphere moderated this relationship (β = -0.118, p < .05), indicating that while a positive atmosphere generally supports performance, an overly positive atmosphere may reduce the critical engagement necessary for optimal outcomes. Conclusions: Both effective communication and a balanced team atmosphere are critical for maximizing team performance in Hyflex courses. Educators should foster communication strategies that encourage open dialogue and critical thinking while maintaining a supportive team environment. Overemphasis on maintaining positivity may hinder constructive critique and diminish performance.

Abstract: Emerging technologies and innovative instructional methods have revolutionized education, making blended learning the new standard in the artificial intelligence era. However, poor integration of online and face-to-face learning has led to such challenges like superficial student engagement. This study developed a Community of Inquiry (CoI)-based blended learning model and evaluated its effectiveness with 92 college students. Over 16 weeks, the experimental group (n=48) adopted the blended learning model, while the control group (n=44) used traditional learning conditions. Learning effectiveness and deep learning perceptions were assessed, showing the blended learning group outperformed the traditional group in learning effectiveness (d=0.83) and reported better deep learning perceptions (η2=0.05 - 0.072). These results provide valuable insights for educators aiming to design a CoI-based blended learning model that fosters deep learning and improves overall learning effectiveness.

The integration of artificial intelligence (AI) into nursing education is essential for equipping future nurses with the skills required to navigate an increasingly technology-driven healthcare environment. This study aimed to validate the Arabic version of the Unified Theory of Acceptance and Use of Technology (UTAUT-2012) model in assessing factors influencing nursing students’ acceptance and use of AI in healthcare education. A cross-sectional pilot study was conducted with 200 nursing students to evaluate the psychometric properties of the Arabic-translated UTAUT (2012) instrument. Confirmatory factor analysis was performed using covariance-based structural equation modeling (CB-SEM) in SmartPLS (Version 4.1.0). Confirmatory factor analysis supported the construct validity of the nine UTAUT 2012 constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, habit, behavioral intention, and use behavior. All items showed acceptable factor loadings (> .5), composite and construct reliability (> 0.7), and average variance extracted (> 0.5). Discriminant validity was confirmed using the Fornell-Larcker criterion and the heterotrait-monotrait ratio. The findings offer valuable insights into the factors influencing Arabic-speaking nursing students’ acceptance and use of AI in healthcare education, supporting the model’s validity in this cultural context.

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