Publication
Technology-Mediated Education: impact of AI on the main distance learning modalities
| datacite.subject.fos | Ciências Sociais::Ciências da Educação | |
| datacite.subject.sdg | 04:Educação de Qualidade | |
| datacite.subject.sdg | 09:Indústria, Inovação e Infraestruturas | |
| dc.contributor.author | Morgado, Elsa | |
| dc.contributor.author | Silva, Leonido Levi | |
| dc.contributor.author | Pereira, Antonino | |
| dc.contributor.author | Gouveia, Luís Borges | |
| dc.date.accessioned | 2025-06-11T10:19:16Z | |
| dc.date.available | 2025-06-11T10:19:16Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | Artificial Intelligence (AI) and distance learning (EaD) have profoundly transformed education, redefining teaching methodologies and learning dynamics. When integrated into educational environments, these technologies facilitate equitable access to knowledge, enable personalized learning, and enhance pedagogical flexibility. E-learning, blended learning (b-learning), and mobile learning (m-learning) exemplify technology-mediated instructional modalities that empower learners and educators to engage in innovative knowledge construction, transcending geographical barriers. This study critically examines the impact of AI-driven digital platforms on distance learning and their implications for pedagogical efficacy. A quantitative research design was employed to evaluate the benefits and challenges associated with AI-integrated digital platforms in distance education. Data were collected through an online survey administered to education professionals from three Portuguese-speaking regions with significant engagement in digital learning: Portugal (Europe), Brazil (Latin America), and Angola (Africa). The survey assessed perceptions regarding the extent to which AI-enhanced platforms influence pedagogical practices and learning outcomes. Analysis of 230 validated responses revealed substantial insights into the role of AI-driven platforms in education. Findings indicate that these technologies foster accessibility, support individualized learning pathways, and enhance instructional adaptability. Additionally, the study identifies key areas for improvement in the integration of AI-driven platforms within pedagogical frameworks to optimize educational efficacy. The findings highlight the transformative potential of AI and digital platforms in distance education, emphasizing their capacity to enhance learning experiences and promote knowledge democratization. Nevertheless, the study underscores the necessity for ongoing optimization of these technologies to fully harness their pedagogical benefits and address existing limitations. | eng |
| dc.description.sponsorship | This work is funded by National Funds through the FCT—Foundation for Science and Technology, I.P., by project reference UIDB/05507/2020 and DOI identifier 10.54499/UIDB/05507/2020. Furthermore, we would like to thank the Centre for Studies in Education and Innovation (CI&DEI) and the Polytechnic of Viseu for their support. | |
| dc.identifier.citation | Morgado, Elsa; Silva, Leonido Levi; Pereira, Antonino; Gouveia, Luís Borges (2025). Technology-Mediated Education: impact of AI on the main distance learning modalities. Educational Process: International Journal. ISSN 2564-8020, 16:1, p. 1-17 | |
| dc.identifier.doi | 10.22521/edupij.2025.16.211 | |
| dc.identifier.issn | 2564-8020 | |
| dc.identifier.uri | http://hdl.handle.net/10198/34573 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.publisher | Universitepark | |
| dc.relation | Centre for Studies in Education and Innovation | |
| dc.relation.ispartof | Educational Process International Journal | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | Education | |
| dc.subject | Higher education | |
| dc.subject | Technology | |
| dc.subject | Ai | |
| dc.subject | Distance learning | |
| dc.subject | Pedagogical innovation | |
| dc.title | Technology-Mediated Education: impact of AI on the main distance learning modalities | eng |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.awardTitle | Centre for Studies in Education and Innovation | |
| oaire.awardURI | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F05507%2F2020/PT | |
| oaire.citation.endPage | 17 | |
| oaire.citation.issue | 1 | |
| oaire.citation.startPage | 1 | |
| oaire.citation.title | Educational Process: International Journal | |
| oaire.citation.volume | 16 | |
| oaire.fundingStream | 6817 - DCRRNI ID | |
| oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |
| person.familyName | Morgado | |
| person.givenName | Elsa | |
| person.identifier | AAG-7637-2021 | |
| person.identifier.ciencia-id | D018-8A4E-AD57 | |
| person.identifier.orcid | 0000-0002-3653-7876 | |
| person.identifier.scopus-author-id | ID: 3012830 | |
| project.funder.identifier | http://doi.org/10.13039/501100001871 | |
| project.funder.name | Fundação para a Ciência e a Tecnologia | |
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