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This study attempts to develop a reliable, practical, and efficient process for developing online and distance courses. The study aims to develop e-learning online and distance education courses. ICT and e-Research course development processes have shown significant learning opportunities and outcomes. A substitute for raising these opportunities is the need for innovative research in education while implementing online and distance modes of learning and teaching. Subscribing research and development research methodology, the study aims to produce e-learning instructional materials using a three-stage development model. The course, along with the learning strategy, the learning tools, the assessment tools, and other components, are designed and developed using the Plomp model, a development research model. The research participants were forty-two 2021 Winter Batch MPhil in Educational Studies students and nine lecturers at Nepal Open University (NOU), Nepal. The descriptive analysis uses data analysis to explain the online course's validity, applicability, and effectiveness. Experimental research design was developed using the one-group pre-test posttest design methodology. The most important results are results of preliminary analysis, validity: average material validation is 0.885; average media validation is 0.885 and practicality: more than 71% (very practical). This article proposes a more comprehensive framework to design, develop, and implement online and distance courses in e-learning systems in higher education. [ABSTRACT FROM AUTHOR]

The use of GeoGebra in teaching geometric transformations was investigated in this study. GeoGebra is a math software available in over 100 plus languages, both online and offline. GeoGebra is a useful application to improve and enrich mathematics teaching and learning by allowing students to visualize mathematical concepts, which is extremely useful for mathematical experiments and discoveries at all educational levels, from elementary school to university. The theoretical referents used in this article are cognitive learning theory and Vygotsky's social learning theory. Twenty students (twelve boys and eight girls) in grade IX from a private school in Kathmandu Valley, Nepal, were taught mathematics using a variety of specific instances of transformation highlighted in this study, including reflection, rotation, translation, and dilation. This research used a qualitative research method called a teaching experiment to examine the use of GeoGebra in eleven episodes. Students were aided in visualizing abstract concepts of change by using relevant images, photos, and animations of GeoGebra-created objects. The findings of a classroom experiment are GeoGebra is an easy-to-use application, GeoGebra allows for discovery learning, GeoGebra encourages collaborative learning, and GeoGebra to visualize geometric transformations. Likewise, GeoGebra aids in the teaching and comprehension of abstract transformation concepts. These findings show how students can develop into active knowledge builders when GeoGebra is used in mathematics classes. They also communicate with one another, keep track of the change process, and respect their instructors' authority in such classes. It is an important instructional tool that supports the educational system's transition from a teacher-centered to a learner-centered approach by complementing the traditional lecture method of teaching mathematics. [ABSTRACT FROM AUTHOR]