The findings provide insights for designers to adopt different degrees of interactivity in their designs that will best fulfill various learners' needs.
Furthermore, it addresses the demand for appropriately designed intelligent systems that serve various learners, in terms of distinctive available and/or desired skills and knowledge.
In other words, educational material in the form of multimedia documents (combination of audio, video and text) is delivered with the help of internet, intranet, CD-ROM etc. to various learners.
Furthermore, there are challenges that stem from teaching increasingly complex, frequently multi-disciplinary, courses in a distributed manner, which raises the demand for appropriately designed intelligent systems that address various learners, in terms of distinctive available and/or desired skills and knowledge.
We address with this special issue innovative solutions and emerging trends in the area of open learning that comprise complex multidisciplinary fields of knowledge drawing a line between the needs of various learners in terms of accrediting current and desired level of skills and knowledge as well as of numerous institutions striving to provide education on a broad and competitive basis.
The comments provided below from various EFL learners affirm the prevalence of these concepts: ………… is a sense of making my own decisions and take full authority of whatever I do in my learning process.
Effective pedagogy needs to include various approaches to learner motivation, module organization, and level of interactivity.
Identifying the various types of learner variables with regard to their relationship to blended learning effectiveness is important in this study as we embark on innovative pedagogy with technology in teaching and learning.
Given various options, the learner chooses what amounts to the next step in the problem-solving sequence.
Evolution teaching and learning are traditionally considered challenging for various reasons, including learners' misconceptions and beliefs or learners and teachers' lack of understanding of the nature of science.
