The implications of online learning versus face-to-face learning have been discussed for several years in higher education. This study examined the issues of student perception toward online learning and face-to-face learning in the context of social presence, social interaction, and satisfaction in Indonesia Open University, Taiwan branch (n=107). The comparison of the online group and the face-to-face group conducted to explore student-learning perceptions regardless of the course delivery method and the online environment. The result of this study indicate that faceto-face learning perception was higher than online learning in term of social presence, social interaction, and satisfaction. However, there is no statistically significant difference in learning preference found among level of student. Meanwhile, some students were very comfortable in online learning since it led them to the chance to being innovative by using computer technology.

Drawing on Diffusion of Innovation Theory, this empirical study examines how digital instructional leadership impacts the integration of AI and AI pedagogy in K–12 schools. In addition, the study examines how trust in AI moderates the relationship between AI integration and AI pedagogy. To achieve this goal, a large-scale cross-sectional survey was administered to 842 K–12 teachers in Taiwan who had prior experience integrating AI tools into their classroom instruction. The data were analyzed using SPSS and Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show that digital instructional leadership significantly predicts AI integration but has no direct effect on AI pedagogy. In addition, AI integration strongly predicts AI pedagogy and mediates the relationship between digital instructional leadership and AI pedagogy, whereas trust in AI does not moderate the relationship between AI integration and AI pedagogy. Both theoretical and practical contributions are discussed, offering insights for future research, policymakers, and teachers.

Purpose: With the increasing number of institutions offering online degree programs, there is a growing need to understand the requirements for interactions and the challenges present in online learning environments. Consequently, this qualitative study aims to explore aspects of nontraditional students, typically defined as older than traditional college age, employed full-time or with family responsibilities. Design/methodology/approach: This study employs a qualitative approach, conducting in-depth interviews with nine nontraditional students. Grounded in social presence theory, this study analyzed the experiences and viewpoints of nontraditional students in the online learning environment, utilizing thematic analysis. Findings: Thematic analysis unveiled two major themes: interactions in online learning and challenges in online learning. Four sub-themes emerged from interactions in online learning (interaction with instructors, interaction with peers, content interaction and interface interaction). In addition, three sub-themes emerged from challenges in online learning (timing inflexibility, tools and technological barriers and diverse learning modes). The findings of this suggest that nontraditional students derived benefits from online learning, yet they faced limitations in peer interaction and experienced technological barriers. Originality/value: This study is based on primary data collected from nontraditional students, offering valuable insights into the needs and challenges they face in higher education while engaged in online learning.

The research aims to develop a textbook that integrates design thinking to optimize project-based learning. The article presents the results of integration feasibility and effectiveness tests design thinking to optimize the project-based learning process. The research aims to provide a textbook that supports project-based learning design thinking to fulfill the content, process, and means of learning. R&D was carried out by adopting the Thiagarajan Four-D model for the MKWK for Citizenship Education at Universitas Negeri Medan. Data was collected by observation, document study, literature study, questionnaires, and tests. Development results in textbook-based design thinking to optimize project-based learning is declared feasible. This conclusion was confirmed after validating linguistic, media, and material aspects, and was declared valid because the V index value (V ≥ 0.61). Textbook-based design thinking is considered practical by lecturers and students, the V index value is greater (V ≥ 0.61). Implementation of textbook-based design thinking, which has been developed, affects student learning outcomes based on the paired t-test producing a significance value of p = 0.000 (sig. 0.000 < 0.05). This significance value confirms the significant positive (meaningful) influence textbooks on student learning outcomes after intervention or treatment and does not happen by chance.