https://journal.otessa.org/index.php/oj/issue/feed 2025-10-22T11:09:20-07:00 The OTESSA Journal Editorial Team journal@otessa.org Open Journal Systems <p><span style="font-weight: 400;">The <em>Open/Technology in Education, Society, and Scholarship Association</em> (OTESSA) <em>Journal</em> is a peer-reviewed journal that welcomes papers on all aspects of educational technology, including online learning, technology-mediated learning, social media, open education, digital and open scholarship, emerging technologies for learning or research, and other topics or interdisciplinary ways in which technology and society intersect.</span></p> https://journal.otessa.org/index.php/oj/article/view/76 2025-10-22T11:09:20-07:00 Siem Buseyne Annelies Raes

<p>Recent developments have led institutions into a transition towards more flexible educational models, such as synchronous hybrid education, i.e., having both on-site and remote students at the same time or multi-access education also providing asynchronous access. It is assumed that these new models can enhance accessibility for learners with diverse learning needs, creating opportunities for inclusive education. However, prior research investigating the relationship between student choice of course modality and personality, and the effect of this choice of delivery mode on affective learning outcomes remains underexplored. The current study filled this gap by exploring student choice behaviour regarding course modality, examining the influence of interpersonal personality traits on these choices, and assessing the impact of course modality on students’ flow experiences. This research builds upon prior research on synchronous hybrid education, digital personalized learning, personality, and flow. Our study shows evidence for the significant relation between degree of introversion–extraversion and the choice of course modality, with more introverted students tending to prefer the remote setting compared to the on-campus setting. Moreover, the findings confirmed the influence of course modality on flow experiences. In this respect, our study contributes to the research on personalized learning by showing that current technological evolutions provide choices about where students learn, in addition to what and how they learn. This creates a new dimension of adaptivity, opening possibilities for inclusive education, yet also adding new challenges.</p>

2025-10-22T00:00:00-07:00 Copyright (c) 2025 Siem Buseyne, Annelies Raes https://journal.otessa.org/index.php/oj/article/view/89 2025-09-08T15:55:52-07:00 Alanur Ahsen Dalyanci Lobke Mast Kristina Krushinskaia Annelies Raes

<p>The adoption of Generative Artificial Intelligence (GenAI) has gained popularity since late 2022, sparking discussions about its role in education. An important issue is understanding teachers' perceptions of this technology, given that teachers are seen as key actors in integrating GenAI into teaching and learning processes. This qualitative research explores secondary school teachers' perceptions of GenAI, using an adapted Technology Acceptance Model (TAM) and Rogers' Diffusion of Innovation Model. TAM, known for assessing user acceptance of technology, was employed to gauge perceptions, while Rogers' model provided insights into how teachers distribute across GenAI adoption stages, from innovators to late adopters. Data was collected through semi-structured interviews and an online survey with 20 in-service teachers from Flanders, Belgium. Findings reveal mixed attitudes among teachers towards GenAI, as participants express enthusiasm about its potential for time-saving and personalized learning benefits, while also voicing significant concerns about plagiarism, GenAI’s trustworthiness, and its possible negative impact on students’ cognitive abilities. The study also highlights the current lack of sufficient training and support for teachers integrating GenAI.</p>

2025-05-20T00:00:00-07:00 Copyright (c) 2025 Alanur Ahsen Dalyanci, Lobke Mast, Kristina Krushinskaia, Annelies Raes