International Journal on Open and Distance e-Learning <div class="row"> <div class="col-md-4"><img class="homepage-book" src="" width="100%" /></div> <div class="col-md-8"> <p>The International Journal on Open and Distance e-Learning (IJODeL) is a bi-annual, open-access and refereed online journal committed to the promotion of Open and Distance e-Learning (ODeL) worldwide. IJODeL is designed to disseminate original research, book reviews, theories, and best practices pertaining to ODeL.</p> <p>A joint publication by the University of the Philippines Open University (UPOU) in collaboration with the Philippine Society for Distance Learning (PSDL), IJODeL is a venue to facilitate sharing and development of knowledge aimed at improving the quality of ODeL research worldwide. Contributors from all around the world are welcome to submit their papers. Manuscripts can be submitted through the online journal submission system.</p> </div> </div> University of the Philippines Open University en-US International Journal on Open and Distance e-Learning 2467-7469 Extending Realities in Open Distance e-Learning Roberto B. Figueroa Jr. Copyright (c) 2023 International Journal on Open and Distance e-Learning 2023-04-24 2023-04-24 8 2 Automation in Education with Digital Twins: Trends and Issues <p>Digital twins are now being envisioned as digital representations of living and nonliving organisms that will allow data to be effortlessly exchanged between the physical and computer-generated creations, in addition to optimizing manufacturing processes. Because they allow for the monitoring, analysis, and optimization of physical functioning, digital twins can give constant input for enhancing quality of life and general well-being in humans. As part of the literature review, the following icons were used as case studies: ABBAtars and Queen, Carrie Fisher of Star Wars, and Dead Professor. It was concluded that the use of digital twins is growing and becoming more widely implemented and discussions on its implementation in educational contexts have begun to surface. This study looks at emerging trends in the use of digital twins and relates these trends to recent use cases of digital twins in educational contexts. The result is an understanding of both risks and potential of this technology for teaching and learning moving forward.</p> Eric Hawkinson Copyright (c) 2023 International Journal on Open and Distance e-Learning 2023-04-24 2023-04-24 8 2 10.58887/ijodel.v8i2.229 A Case Study in Tablet-Based Augmented Reality Vocabulary Acquisition <p style="font-weight: 400;">Augmented Reality (AR) is a novel technology capable of embedding digital objects a user's experience of reality via a smartphone, tablet, or head-mounted display. AR offers interesting pedagogical applications and research possibilities in the field of SLA, particularly in the deliberate study of vocabulary. Such applications also offer implications for distance learning. This case study examined a 25-year-old Japanese language teacher in her deliberate acquisition of three sets of 15 vocabulary items selected from the first 1,000 most frequent words of Basque. A word card study method was compared with two AR vocabulary study methods. One AR study method involved the study of physical objects and their signifying Basque vocabulary items within a context-independent scene which was unknown to the participant. The second AR study method similarly involved the study of physical objects and their signifying Basque vocabulary items within a context-dependent scene which was known to the learner. In terms of vocabulary retention as measured with meaning recognition, form recognition, and form recall tests, both AR methods of study appeared to be as effective if not more so than word cards. The study of vocabulary items represented by physical objects in a contextualized environment with the use of a tablet-based AR application was beneficial in leveraging the recall of meaning and form of those items. During reflective interviews regarding the use of AR the participant indicated that she found the novel method of vocabulary study to be engaging and motivating. The findings of this study also indicate that mobile AR applications have potential pedagogical uses relevant to distance education practices.</p> Adam Dabrowski Copyright (c) 2023 International Journal on Open and Distance e-Learning 2023-04-24 2023-04-24 8 2 10.58887/ijodel.v8i2.96 Is the University of Makati e-Ready? An Evaluation of Its Faculty’s Technology Acceptance in LMS Utilization <p class="Default"><em><span lang="EN-US">The conduct of online classes has tremendously increased in the year 2020 because of the COVID-19 pandemic. In this regard, the education sector worldwide decided to conduct classes online which brought the birth of learning management systems (LMS) that allows a one-stop shop of essential online class tools for both teachers and students. The University of Makati introduced the Technology Based Learning Hub (TBL Hub) to its academe in the second semester of the school year 2020-2021. This study aims to analyze the perceived behavior of the UMak Academic community in utilizing the said LMS. The respondents of this paper are selected via purposive-total enumeration of the university</span></em><em><span dir="RTL" lang="AR-SA">’</span></em><em><span lang="EN-US">s College of Education. The quantitative-qualitative research analyzed the perception and evaluation of its respondents through a researcher-made questionnaire adapted from Alshorman and Bawaneh (2018) and Cunningham &amp; Bradley (n.d.) based on the Technology Acceptance Model (TAM) authored by Fred Davis (2018). The results of the study revealed that the respondents' perceived usefulness in terms of course management and faculty-student and peer interaction and their evaluation of the ease of use in terms of the hub's implementation of the process has already achieved positive faculty acceptance. However, to analyze the more specific behavior of the end-users, the researcher recommends further research on faculty members' use of the LMS in their teaching based on their age, a device used, internet access, and experience in the use of other LMSs.</span></em></p> April Leaño Copyright (c) 2023 International Journal on Open and Distance e-Learning 2023-04-24 2023-04-24 8 2 10.58887/ijodel.v8i2.98 Assessing the English Grammar Proficiency of Online Filipino English Teachers <p>Recent literatures suggested that the English proficiency of Filipinos has been declining in the past decade. Despite this, several English language schools from countries like China, Japan, and Korea still hire Filipino teachers. Many of their stakeholders still believe that Filipinos are the most cost-effective option for their English language learning compared to their international counterparts. However, due to the expansion of the English language learning industry, competitors have started to challenge the affordability of Filipino teachers with native or native-like English teachers at a reasonable price. This study assessed the English grammar proficiency of 401 Filipino English teachers who are currently teaching online. Results showed that 90% of the respondents did not score more than 75% and that they struggled with basic grammar particularly in the use of verbs and adverbs. If Filipino English teachers want to remain competitive and rebrand themselves, they must undertake a self-analysis of their English skills to find their weak points and undergo a training and development program by themselves or with their current employers.</p> James Michael Pablo Copyright (c) 2023 International Journal on Open and Distance e-Learning 2023-04-24 2023-04-24 8 2 10.58887/ijodel.v8i2.230 Alignment of Teachers’ Epistemic Understanding and Intended Dialogic Scaffolding of Classroom argumentation: Implications on Face-to-Face, Open and Distance Learning Environments <p>Dialogic scaffolding has the capacity to encourage and sustain students’ engagement in classroom argumentation. This study explored how the teachers’ levels of epistemic understanding were aligned with their intentions for dialogic scaffolding to encourage student's participation in classroom argumentation. Using varied data- gathering procedures such as surveys, classroom observation guides, and interview guides, results showed that the teachers’ varying levels of epistemic understanding are aligned with their dialogic scaffolding. Based on the criteria before the selection, each teacher was knowledgeable about the nature with significant exposure to inquiry-based teaching and learning, including classroom argumentation. Results showed that their rationale and nature of dialogic scaffolding were based on their levels of epistemic understanding. Results corroborate previous findings that explicit implementation of classroom argumentation depends on teachers’ strong intention and foundation of science content to challenge and stretch the capacities of their students in grasping the meaning of the subject matter. The study foregrounds the possibility of implementing classroom argumentation in any classroom, provided that the teachers can dialogically scaffold the class and lessen the immediate evaluative responses to students’ dialogues. The study, therefore, recommends teacher educators increase pre-service teachers’ exposure to inquiry approaches to science education, such as argumentation, as an investment for developing their dialogic scaffolding for classroom argumentation.</p> Sally Gutierez Copyright (c) 2023 International Journal on Open and Distance e-Learning 2023-04-24 2023-04-24 8 2 10.58887/ijodel.v8i2.97