This study explores whether a range of socio-demographical factors predict adult learner self-directedness in the context of South African open and distance e-learning higher education (ODeLHE). We observe significant differences between socio-demographical groups in the sub-dimensions of the Adult Learner Self-Directedness Scale. The study advances a theory on adult learner self-directedness in ODeLHE contexts. Educators should consider learners’ support practices, particularly in the cases of women, Black Africans, and younger cohorts. ODeLHE practices should also consider learners’ high school grades and proficiency in English, their library access, number of modules they are enrolled in, and who they support financially as factors influencing their level of self-directedness. Such considerations can be used to address the need for the translation of knowledge into policies and activities that improve educational opportunities for students.

During the last decade, a growing interest in open educational resources (OER) has developed among educational researchers worldwide. This trend involves the examination of possible effects over diverse learning domains such as the development of literacy and digital skills in the context of the fourth industrial revolution. To address this matter, a systematic literature review was conducted using PRISMA processes on 62 research articles published in high-impact peer-reviewed journals indexed in two major academic databases (Scielo and Scopus). Data collected during this literature review showed certain conditions that must be met to ensure a successful learning setup when OER are involved. Moreover, qualitative analysis revealed that certain attributes of openness are often more influential than others in the development of adequate literacy skills for the artificial intelligence era; also, there is an overall positive perception, from students and teachers alike, about the introduction of the attributes of openness and open materials into learning practices.

This study explored the complex dynamics of student engagement, community of inquiry, and transactional distance in online learning environments. The study analyzed 1,281 participants’ responses to identify the factors contributing to online learning outcomes. The research highlighted the crucial role that transactional distance and community of inquiry play in shaping students’ behavioral engagement and provided insight into their significant impact on participants’ learning experience. Through a stepwise multiple linear regression analysis, the research uncovered the complex relationships among these variables, thereby providing valuable insights for educators and institutions aiming to enhance the online learning experience. The results have significant implications for educational practitioners and policymakers, including practical strategies to increase student engagement and foster a lively community of inquiry in online learning environments. Ultimately, this research is a valuable resource for all those involved in online education, to help them understand the key factors that contribute to successful online learning experiences.

Sensing and Detection Technology is a core course in engineering specialties. Traditional sensor teaching methods have obvious deficiencies in cultivating students’ ability. To better foster students’ comprehensive qualities, this study explored a 4D1P (Four Dimensions and One Penetration) teaching mode. We independently developed an industrial sensor teaching platform with intellectual property rights, integrating classroom and sensor experiments to address the disconnection between traditional sensor teaching and practical application. This mode combined the teaching platform with SPOC (small private online courses) and Rain Classroom teaching software, enriching classroom teaching and stimulating students’ interest. By applying industry-academia-research integration to sensor teaching, students’ horizons were broadened and their creative thinking enriched. The mode set up discussion-based learning in the classroom, making the class atmosphere lively. Throughout the teaching process, data-driven learning and teaching evaluation were consistently applied, allowing teachers to promptly understand students’ learning situations. Data shows that under the backdrop of the COVID-19 pandemic, students’ grades improved and they were satisfied with this teaching mode. This mode solves most current problems in university classroom teaching and significantly enhances students’ practical abilities. It also has certain significance for education in other disciplines.

Collaborative partnerships between higher education institutions and technology solution providers are strengthened by focusing on great communication, shared vision, and top-notch expertise.

Institutional constituents hope to see improved efficiency and support for users across campus from the use of AI tools in communications applications.

Table of Contents Farhad Saba, Ph. D. (c) All rights reserved ERTI’s Exceptional Team ERTI unit managers, radio and television producers, graphic artists and set designers, educational technologists, educational evaluators, researchers and the many broadcast engineers and technicians who made ERTI possible were creative, energetic, enthusiastic and forward-looking young women and men. They embodied the […]

Educational Broadcasting in Iran in the 1960s and 1970s (1) INTRODUCTION BACKGROUND RESLUTS AND CONSEQUENCES REFERENCES KEYWORDS Educational Broadcasting in Iran in the 1960s and 1970s (2) ERTI’S EXCEPTIONAL TEAM HIGH-LEVEL SUPPORT OF NIRT LEADERSHIP FOR ERTI