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Teacher training and a commitment to innovation in teaching are determining factors in the success of technology adoption processes. This article presents a study on the opportunities produced through the collaboration of the Ecuadorian Ministry of Education and the ProFuturo program, which arose during the COVID-19 pandemic. This collaboration resulted in the improvement of digital competency among teachers and pupils and in transference to educational practise. It also strengthened the existing limited capabilities for developing mass training programs for teachers in the country. The research was conducted through an online survey, with a cross-sectional, quantitative, and non-experimental focus from two data sources. A total of 3,565 teachers answered the digital survey for teachers trained using the Open Model in Ecuador between 2020 and 2022. On the other hand, 7,257 teachers answered the ProFuturo Self-Assessment of Digital Skills of Teachers (https://competencyassessment.profuturo.education/?lang=en). The results show an improvement in the competency of teachers following their participation in the program and confirm that they considered digital transformation in the classroom to be of great utility. Teacher training remains a cornerstone of high-quality education and research as this contribution proves a positive impact on learning experiences, where there was a significant transference, driven by an improvement in digital skills applied to the teaching process.

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Open and distance education (ODE) has continuously evolved, significantly influencing educational, daily, and professional spheres, thereby prompting interest in its sustainability and quality. This study explored global scientific perspectives on quality assurance in ODE using the science mapping method. Search terms centred on open education, distance education, and quality assurance; data was gathered from 4,224 scientific texts in the Web of Science Core Collection. Analyses were conducted using VOSviewer software. Co-authorship analyses explored scientific collaboration structures at the country level. Globally shared concepts of interest to the scientific community were addressed using co-occurrence analyses. A detailed examination of co-occurrence outputs led to classification related to general and emerging key concepts. Results depicted a widespread global interest in quality assurance in ODE, fostering connections based on new cultural similarities. The concept of quality assurance in ODE continues to be enriched and developed, gravitating towards focused learning and instruction, establishing strong ties with various components of regular education as well as human elements. However, the prevailing view of quality assurance has yet to encompass this diversity. Rather than consider the nature and current potential of ODE, it has maintained an externalized and technical perspective.

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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.

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Nursing care is the most critical element in nursing services, which aims to improve the patient’s health status. Ineffective and inefficient care documentation can impact the quality of nursing services. However, the increasingly advanced development of technology provides freedom for the health world to improve the quality of patient-centered services. Educational institutions have also used information technology in learning process activities. As prospective health professionals, students must be equipped with competencies to support their performance. In this study, a web-based nursing care information system was developed to assist students in documenting care activities. The website application was designed to increase student competency in nursing documentation activities to provide high-quality nursing services even though learning is online. The waterfall model approach was used in application design. The design stage started with analyzing application requirements, followed by system design and coding. Next, using a Likert-scale questionnaire, a usability test was performed on 15 beta users to assess the functionality of the application. The results showed that the nursing care website application was easy to use and that students felt satisfied. It is hoped that the website application can be made more attractive by including a decisional support system to make it easier for students to enforce nursing diagnoses on patients.

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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.

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In today’s digitally driven era marked by widespread remote communication, individuals grapple with diverse challenges when undertaking speaking tasks from a distance. Despite extensive research on communication dynamics in virtual contexts, the specific hurdles associated with remote speaking tasks remain understudied. This research addresses this gap by qualitatively exploring the complexities of such challenges and proposing practical strategies for effective communication in virtual environments. Employing a qualitative research approach, a survey with open-ended questions was administered to 19 students in the English Education program, and NVivo 12 was used for analysis. The findings highlight technical and non-technical challenges in remote speaking tasks, emphasizing the critical role of digital proficiency and a stable technical infrastructure. The study underscores the need to address personal and social aspects, suggesting solutions that encompass a precise and adaptive approach, including ensuring a reliable Internet connection, strategic use of digital resources, enhancement of technical skills, and a holistic strategy to tackle both technical and non-technical challenges. This research implies that educators should prioritize developing students’ digital proficiency and adopt a comprehensive approach that tackles both technical and psychological challenges, aiming to boost confidence and interpersonal skills in virtual learning environments.

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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.

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Open educational resources (OER) have been praised for revolutionizing education. However, practitioners and instructors battle keeping OER updated and measuring their impact on students’ performance. Few studies have analyzed the improvement of OER over time in relation to achievement. This longitudinal study uses learning analytics through the open-source Resource Inspection, Selection, and Enhancement (RISE) analysis framework to assess the impact of continuous improvement cycles on students’ outcomes. Panel data (i.e., performance and use) from 190 learning objectives of OER of an introductory sociology course were analyzed using a hierarchical linear model. Results show that more visits to an OER do not improve student achievement, but continuous improvement cycles of targeted OER do. Iterative implementation of the RISE analysis for resource improvement in combination with practitioners’ expertise is key for students’ learning. Given that the RISE classification accounted for 65% of the growth of students’ performance, suggesting a moderate to large effect, we speculate that the RISE analysis could be generalized to other contexts and result in greater student gain. Institutions and practitioners can improve the OER’s impact by introducing learning analytics as a decision-making tool for instructional designers. Yet, user-friendly implementation of learning analytics in a “click-and-go” application is necessary for generalizability and escalation of continuous improvement cycles of OER and tangible improvement of learning outcomes. Finally, in this article, we identify the need for efficient applications of learning analytics that focus more on “learning” and less on analytics.

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During the COVID-19 pandemic, many things changed in people’s educational lives as individuals transitioned to remote learning. While technologically advanced countries swiftly adapted to the new normal, less developed countries encountered substantial obstacles. This study aimed to compare distance education practices during the lockdown in four OECD countries (Belgium, Japan, Spain, and Türkiye) and provide future-oriented suggestions. A systematic literature review was conducted using OECD documents on distance education practices accessed through the OECD iLibrary database with a keyword search. Nine papers out of 1,294 meeting inclusion criteria were thoroughly reviewed, focusing on categories such as general information, sample practices, implementation challenges, conducting courses, supporting students during the lockdown, and evaluation and national examinations. A descriptive analysis was performed based on coding categories. Findings revealed that school closure durations varied by country and educational level, with each country adopting approaches suitable for distance learning. Online learning platform development was similar across countries, except for Japan, which has a distinct curriculum structure. Challenges, including technological limitations and resistance to change, were common, exacerbated by a lack of expertise and the need for rapid adaptation. Distance education primarily relied on computers, television, and homework, with radio use varying. Decision-making processes differed across countries, with centralized decision-making observed in Türkiye. Supporting disadvantaged students and addressing learning losses were prioritized, and national exams were postponed with changes in content and the number of questions.

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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.

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This paper examines the pervasive discourse of disruption in OER literature by recounting a facilitated conversation hosted at the 2023 Open Education Global conference held in Edmonton, Alberta. This dialogue used Bacchi’s “what is the problem represented to be” (WPR) approach to structure the conversation in four movements. The first movement problematized the concept of OER by discussing the educational challenges OER supposedly addresses, such as the high cost of textbooks. The second movement considered the genealogy, historical development, and philosophical underpinnings of OER. The third movement accounted for the disruptors within the OER movement, exploring what OER have disrupted and discussing if disruption is even a legitimate goal of OER. The fourth and final movement pivoted to examine resistors and forms of resistance to OER, including the protection of intellectual property rights, copyright concerns, and Marcuse’s idea of repressive tolerance. This single conversation generated a small but important piece of social intelligence within a much larger dialogue about open education, open pedagogy, and OER during a time of flux (characterized by intense politicization, the relentless progression of educational technology, the intensification of marketization, and the growing popularity of all-inclusive textbooks). This social intelligence can be used to guide the next transition phase for OER development. While the conversation does not offer tidy solutions or even clear recommendations, it does suggest that the next wave of OER practitioners would always do well to focus on the goals OER can achieve, not what they hope to disrupt.