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This article provides a code of ethics and practical guidelines for critically examining the assumptions about proficiency in digital literacy.
This special issue aims to explore the multifaceted realities, opportunities, and challenges that distance education brings to higher education in Latin America.
Authors are invited to submit articles that will offer a comprehensive, alphabetical exploration of key concepts in elearning.
How to apply evidence-based principles of autonomy support in asynchronous online courses to motivate learners.
The LEM framework focuses on learner autonomy and instructor guidance and aids in tailoring courses to be learner-centered or teacher-centered.
The value of assignment feedback in enhancing student learning is significant, not just in rectifying conceptual misunderstandings but also in
When students lead class, the unique cultures, needs, and experiences of each student are integrated.
Online education's success hinges greatly on the implementation of a robust social presence, akin to a perfect "no skip" album, fostering an
Michael Allen, David Kelly, and Megan Torrance share their unique perspectives on LXD.
Online learning can greatly benefit learners with disabilities, provided that inclusive teaching practices and effective support systems are
Online education, while alleviating geographic constraints, amplifies the challenge of transactional distance, exacerbating isolation.
How generative AI tools can be used in the different steps of creating a podcast.
Goodell and Kolodner's Learning Engineering Toolkit is a field guide to the collaborative and interdisciplinary aspects of learning engineering.
The rapid integration of artificial intelligence (AI) into various sectors has raised significant ethical concerns, particularly in academic writing. This article examines the impact of generative AI (GAI) tools, such as ChatGPT, on the academic writing process. While these tools offer the potential to enhance efficiency and creativity, they also present challenges related to authorship, plagiarism, and academic integrity. The article explores key concerns, including privacy, validity, and bias, associated with GAI tools. It further provides guidelines for the ethical use of AI in academic manuscripts, emphasizing the importance of transparency and the careful documentation of AI contributions.
Within higher education, digital learners are confronted with antiquated classifications of digital natives and immigrants, first introduced by Marc Prensky (2001), which make assumptions about their proficiency in digital literacy. This article provides a code of ethics and practical guidelines for critically examining the assumptions presented. The author has coined the term "e-ethical-learning" to refer to a set of ethical principles and practical guidelines, which is a portmanteau of "ethical education" and "e-learning."
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