Journal of e-learning Research

Student Evaluation as a Tool for Improving Tutor Performance in Open and Distance Higher Education: A Conceptual Review with Reference to the Hellenic Open University

Theognosia Kounatidou — 2026-07-23

The purpose of this article is to investigate, through a literature review, the characteristics of student evaluation of tutors that make it an effective tool for enhancing their role within the context of open and distance higher education in Greece. In today’s globalized environment -shaped by the increasing demands of everyday life and the experience of the COVID-19 pandemic- distance education has emerged as a necessary educational mode, prompting a reassessment of existing pedagogical practices. Within this framework, student evaluation of teaching staff is recognized not only as a mechanism for quality assurance but also as a formative feedback tool that can actively support professional development. This study critically analyzes the current evaluation system at the Hellenic Open University, identifying both its strengths and its weaknesses, such as the absence of interim evaluations and structured reflective mechanisms. A functional definition of tutor improvement in open and distance education is proposed as a dynamic and continuous process of professional development, incorporating empathy, technological competence, pedagogical adaptability, and the constructive use of student feedback. The article concludes with a recommendation for institutionalizing participatory and reflective evaluation mechanisms as a critical condition for enhancing educational quality in open and distance higher education.

Adoption of Open Distance and Flexible e-Learning to Enhance Learning in Kwara State Polytechnic, Ilorin, Kwara State

Mulikat Bola Aliyu — 2026-07-23

This study examined the adoption of Open Distance and Flexible e- Learning (ODFeL) to enhance student learning at Kwara State Polytechnic, Ilorin. The research was based on the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), which describe technology adoption through perceived usefulness, ease of use, performance expectations, effort, social influence, and facilitating conditions. A descriptive survey design was used. The accessible population included 260 registered ODFeL students across five programmes: Accountancy (61), Business Administration and Management (72), Computer Science (43), Library and Information Science (30), and Marketing (54). A proportional sample of 130 students, representing 50% of the population, was selected via probability sampling, with 100 valid questionnaires returned and analysed. The instrument, named the Adoption of Open Distance and Flexible E- learning by Students in Kwara State Polytechnic Questionnaire (AODFESKPQ), was validated for face and content validity. Data analysis involved descriptive statistics and chi- square goodness- of- fit tests. Findings revealed that ODFeL provides flexible learning options for underserved groups, improving access to quality education and supporting human capital development. Despite this, adoption levels remain low, mainly due to limited awareness of platforms like Adobe Connect, Udemy, and Microsoft Teams, although platforms such as Zoom and Coursera garnered higher satisfaction. Factors influencing ODFeL adoption include institutional support, technological access, usability, funding, and content quality. Challenges comprise unreliable electricity, poor communication infrastructure, financial constraints, and limited faculty participation. To overcome these issues, increased funding, faculty training, clear e- learning policies, and strategic partnerships aligned with global standards are necessary. Recommendations include enhancing faculty digital literacy, improving infrastructure, and launching awareness campaigns to boost engagement. These efforts will help Kwara State Polytechnic strengthen its ODFeL framework, leading to higher adoption and improved educational outcomes aligned with international standards.

Technology-Enabled Assessment: Enhancing Formative Assessment in British Curriculum Schools in the UAE

Nadia Iftikhar Ahmed Khan — 2026-07-23

Assessment is vital as it support student learning and informing instructional practice. The increasing integration of digital technologies and artificial intelligence (AI) in education has created new opportunities to strengthen formative assessment in contemporary educational settings. This conceptual literature review examines the potential of technology-enabled assessment to enhance formative assessment practices in British curriculum schools situated in the United Arab Emirates (UAE). Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study synthesizes contemporary research on learning analytics, AI-supported feedback, and digital assessment to assess their contributions to personalized learning, data-driven instructional decisions, and the enhancement of teacher effectiveness. The review also considers significant challenges, including ethical concerns, academic integrity, teacher autonomy, data privacy, and equitable access to technology. The findings suggest that the successful implementation of technology-enabled assessment necessitates a balance between technological advancements and sound pedagogical practices, human oversight, and continuous professional development. The paper concludes with practical recommendations for educators and school leaders seeking to integrate AI-enabled assessment in a manner that fosters meaningful learning while maintaining ethical and educational standards in British curriculum schools in the UAE.