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Technology-Mediated Education: Impact of AI on the Main Distance Learning Modalities

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Title: Technology-Mediated Education: Impact of AI on the Main Distance Learning Modalities
Language: English
Authors: Elsa Morgado (ORCID 0000-0002-3653-7876), Levi Leonido (ORCID 0000-0001-6603-034X), Antonino Pereira (ORCID 0000-0002-3088-8413), Luís Borges Gouveia (ORCID 0000-0002-2079-3234)
Source: Educational Process: International Journal. Article e2025211 2025 16.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Technology, Technology Uses in Education, Distance Education, Artificial Intelligence, Electronic Learning, Blended Learning, Telecommunications, Handheld Devices, Foreign Countries, College Faculty, Teacher Attitudes, Program Effectiveness
Geographic Terms: Portugal, Brazil, Angola
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: 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. Materials/methods: 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. Results: 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. Conclusion: 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483424
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Technology-Mediated Education: Impact of AI on the Main Distance Learning Modalities
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  Data: <searchLink fieldCode="AR" term="%22Elsa+Morgado%22">Elsa Morgado</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3653-7876">0000-0002-3653-7876</externalLink>)<br /><searchLink fieldCode="AR" term="%22Levi+Leonido%22">Levi Leonido</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6603-034X">0000-0001-6603-034X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Antonino+Pereira%22">Antonino Pereira</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3088-8413">0000-0002-3088-8413</externalLink>)<br /><searchLink fieldCode="AR" term="%22Luís+Borges+Gouveia%22">Luís Borges Gouveia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2079-3234">0000-0002-2079-3234</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2025211 2025 16.
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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– Name: Abstract
  Label: Abstract
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  Data: Background/purpose: 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. Materials/methods: 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. Results: 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. Conclusion: 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.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Distance Education
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Blended Learning
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      – SubjectFull: Telecommunications
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      – SubjectFull: Handheld Devices
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      – SubjectFull: Foreign Countries
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      – SubjectFull: College Faculty
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Portugal
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      – SubjectFull: Brazil
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      – SubjectFull: Angola
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    Titles:
      – TitleFull: Technology-Mediated Education: Impact of AI on the Main Distance Learning Modalities
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            NameFull: Levi Leonido
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              Y: 2025
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