bluuebunny/crossref_metadata_2025 huggingface dataset:
Designing to Promote Access, Quality, and Student Support in an Advanced Certificate Programme for Rural Teachers in South Africa
Authors: Fresen Jill W , Hendrikz Johan
Published: November 2016

This paper reports on the re-design of the Advanced Certificate in Education (ACE) programme, which is offered by the University of Pretoria through distance education (DE) to teachers in rural South Africa. In 2007, a team re-designed the programme with the goal of promoting access, quality, and student support. The team included an independent body, the South African Institute of Distance Education (SAIDE), and various education specialists. Training workshops for academics and a comprehensive internal and external review process contributed to the quality of the re-designed programme. Interactive web-based technologies were not included because of poor Internet connectivity; however, the authors note the use and potential of cell phone technology for DE programmes. Student support was enhanced by an additional short contact session, a capping assignment, a CD-ROM, and decentralised tutoring at contact venues. The programme was re-evaluated and approved in 2008, and the re-design methodology now guides similar projects.
Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action
Authors: Mead Richardson Alison
Published: November 2016

This paper reports on a longitudinal, ethnomethodological case study of the development towards flexible delivery of the Botswana Technical Education Programme (BTEP), offered by Francistown College of Technical & Vocational Education (FCTVE). Data collection methods included documentary analysis, naturalistic participant observation, and semi-structured interviews. The author identifies and analyses the technical, staffing, and cultural barriers to change when introducing technology-enhanced, flexible delivery methods. The study recommends that strategies to advance flexible learning should focus on the following goals: establish flexible policy and administration systems, change how staff utilization is calculated when flexible learning methodologies are used, embed flexible delivery in individual performance development and department/college strategic plans, ensure managerial leadership, hire and support permanent specialists, identify champions and share success stories, and address issues of inflexible organisational culture. This study may be of value in developing countries where mass-based models are sought to expand access to vocational education and training.
Policy Deficit in Distance Education: A Transactional Distance
Authors: Gokool-Ramdoo Sushita
Published: November 2016

This paper innovatively extends the application of transactional distance theory (TDT) to evidence-based policy development in Mauritius. In-depth interview data on student persistence from a range of stakeholders is used to understand the implications of distance education (DE) policy deficit. Policy deficit has surfaced as another dimension of transactional distance and student persistence as an appropriate measuring instrument. Transactional distance is salient in the non-alignment of national and institutional DE planning. Associated results are myopic institutional vision, stagnating national plans, poor resource deployment, and ill-understood opportunities for personal development. This research validates TDT as an instrument for policy development and concludes that supporting advocacy plans will help to achieve sustainable distance education in the region. Lessons from the field in Mauritius can be usefully adapted to the sub-Saharan African context (SSA). These preliminary indications require further research and discussion.
From Open Content to Open Course Models: Increasing Access and Enabling Global Participation in Higher Education
Authors: Morgan Tannis , Carey Stephen
Published: November 2016

Two of the major challenges to international students’ right of access to higher education are geographical/economic isolation and academic literacy in English (Carey, 1999, Hamel, 2007). The authors propose that adopting open course models in traditional universities, through blended or online delivery, can offer benefits to the institutions and to the open education movement itself, in particular with non-Anglophone students. This paper describes the model and an implementation with undergraduate students in Canada, Mexico, and Russia.

The implementation of the model was examined in three studies, which relied on data collected from student interviews, instructor observations and reflections, instructor interviews, course documents, and discussion forum transcripts. The authors note that the main benefit of an open course model is the development of academic literacy for students of English as an Other Language (EOL). Other benefits include 1) international course transfers, 2) breadth of professorial exposure for the students, 3) flexibility in professors’ employment and professional development, and 4) course credits for students. Some of the challenges include 1) varying levels of Internet access, 2) coordination of the participation of the instructors, and 3) different teaching and learning practices.

The authors conclude that an open course model might be applied in various contexts, such as in disciplines where global perspectives are important, in applied/professional programs, and in distance or face-to-face courses. Also, the model is useful for students working together on research, case studies, or joint projects, and it could be applied within an institution to enhance inter-disciplinary content and approaches
EduBlogs as metaphor
Authors: Groulx Glenn
Published: November 2016

This presentation will discuss a number of recent case studies, contrast examples of private and public edublogs, and explore issues such as learner and instructor roles and responsibilities, learner choices, ethical considerations, learning goals, instructional strategies and activities, and assessment methods. A comparative analysis will be made between private, autonomous, anonymous, embedded, networked, and liminal edublogs. The following metaphors will be used to describe these edublogging environments: incubator, launch pad, sandbox, stage or persona, therapeutic or cathartic, sharing space, rhizome, learning feast, arena, guerrilla war zone, network of practice, slow edublogging, and transformational edublogging.
International DE opportunities in difficult economic times
Authors: Baggaley Jon
Published: November 2016

The world's current economic crisis is placing serious pressures on distance education. In October 2009, the situation was addressed at an International Summit on Distance Education, held in Beijing. The conference focused on the survival challenges and opportunities currently facing open and distance learning. Professor Baggaley attended the conference as an invited chair and speaker on this topic.

In this CIDER presentation, he will share the conclusions of his DE research and site visits in 21 Asia-Pacific countries since 2004, and he will emphasize the opportunities offered by international DE collaboration at a time of economic crisis. In addition, Professor Baggaley will report on the conclusions of the summit.
Live, online short-courses: A case study of innovative teacher professional development
Authors: Marrero Meghan E. , Riccio Jessica Fitzsimons , Woodruff Karen A. , Schuster Glen S.
Published: November 2016

Teachers are searching for new venues through which they may meet stringent professional development requirements. Under competitive funding from NASA’s (National Aeronautics and Space Administration) Office of Education and the NASA Explorer Schools Project, U.S. Satellite Laboratory, Inc. created a series of live, online, interactive short-courses. In this case study, a mixed methods analysis of a variety of data sources reveals that diverse educators from a variety of classroom contexts view the short-courses as a useful professional development tool, both as a vehicle for a teacher’s own professional growth and for classroom applications. Teachers were particularly interested in the ability to participate in a collaborative community of practice with other educators, instructors, and scientists from across the country, and they found the flexible design of the professional development to be useful. This short-course design offers promise for future professional development opportunities.
Learning in an online distance education course: Experiences of three international students
Authors: Zhang Zuochen , Kenny Richard
Published: November 2016

This case study explores the learning experiences of three international students who were enrolled in an online master’s program offered by a large university in Canada. The aim of the study was to understand the international students’ experiences with, and perspectives on, the online learning environment. Findings indicate that previous education and especially language proficiency strongly impacted the learning of these students in this environment. Non-native English speakers required considerably more time to process readings and postings and to make postings themselves. Their lack of familiarity with the details of North American culture and colloquial language made it difficult to follow much of the course discussion. They also tended to avoid socializing in the course, which left them at the periphery of course activities. Based on these findings, the authors make the following recommendations for designers and instructors of online courses: 1) Raise the English language proficiency requirement for graduate admissions into online programs because the text-based communication in a CMC space requires interpreting messages without non-verbal cues; 2) Ensure that online distance education course designers are aware of the needs and expectations of international students; and 3) Combine the design principles from both traditional and constructivism theories.
A review of trends in distance education scholarship at research universities in North America, 1998-2007
Authors: Davies Randall S. , Howell Scott L. , Petrie Jo Ann
Published: November 2016

This article explores and summarizes trends in research and scholarship over the last decade (i.e., 1998-2007) for students completing dissertations and theses in the area of distance education. The topics addressed, research designs utilized, and data collection and analysis methods used were compiled and analyzed. Results from this study indicate that most of the distance education research conducted by graduate students in this period of time has been descriptive, often addressing the perceptions, concerns, and satisfaction levels of various stakeholders with a particular distance education experience. Studies of this type typically used self-report surveys and analyzed the data using descriptive statistics. Validating the concern of many distance education scholars, there was a lack of graduate student research aimed at developing a theory base in distance education. On a positive note, projects directly comparing distance education with traditional face-to-face classrooms to determine the merit of specific programs declined significantly in 2007 as compared to 1998. This result might indicate that distance learning is becoming accepted as a viable and important educational experience in its own right. Another encouraging finding was the decreased emphasis on studies focused on technology issues, such as those analyzing the quality of distance education technology and questioning educators’ ability to provide an acceptable technology-enabled distance learning experience.
Teaching and learning social justice through online service-learning courses
Authors: Guthrie Kathy L. , McCracken Holly
Published: November 2016

Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice.
Creating a positive prior learning assessment (PLA) experience: A step-by-step look at university PLA
Authors: Leiste Sara M. , Jensen Kathryn
Published: November 2016

A prior learning assessment (PLA) can be an intimidating process for adult learners. Capella University’s PLA team has developed best practices, resources, and tools to foster a positive experience and to remove barriers in PLA and uses three criteria to determine how to best administer the assessment. First, a PLA must be motivating, as described by the ARCS model. Second, it must enable success. Finally, it must use available resources efficiently. The tools and resources developed according to these criteria fall into two categories: staff and online resources. PLA programs can use both to ensure that all departments provide consistent communication to learners about the PLA process, which will foster a positive experience. The PLA online lab houses centralized resources and offers one-on-one interaction with a facilitator to assist learners step-by-step in the development of their petitions. Each unit contains resources, examples, and optional assignments that help learners to develop specific aspects of the petition. By following the examples and recommendations, learners are able to submit polished petitions after they complete the units. The lab facilitator supports learners throughout the units by answering questions and providing recommendations. When learners submit their petitions, the facilitator reviews it entirely and provides feedback to strengthen the final submission that goes to a faculty reviewer. All of these individuals and tools work together to help create a positive experience for learners who submit a PLA petition. This article shares these resources with the goal of strengthening PLA as a field.
Dwell in possibility: PLAR and e-portfolios in the age of information and communication technologies
Authors: Brown Judith O.
Published: November 2016

Emily Dickinson wrote, “I dwell in Possibility—A fairer House than Prose—More Numerous of Windows—Superior—for Doors” (p. 657). Dickinson’s simple yet profound reference to the expansive nature of poetry over prose may be taken as a metaphor for the possibilities of information and communication technologies (ICTs) over written modes of expression. Whether we identify with this analogy or not, what we can say today with some certainty is that the advent of ICTs has impacted prior learning assessment and recognition (PLAR) by expanding the potential for knowledge acquisition, expression, and delivery.

The purpose of this article is to examine the potential of experiential learning e-portfolios to promote connections between several different types of learning – academic, workplace, and web-based. The author contends that this type of PLAR enables undergraduate adult learners to not only articulate and equate experiential learning to academic knowledge but also, and most importantly, to demonstrate knowledge visually and audibly through the utilization of ICTs. Two pilot case studies of e-portfolio development are described to support the author’s position.
Prior learning assessment and recognition: Emergence of a Canadian community of scholars
Authors: Wihak Christine
Published: November 2016

Prior learning assessment and recognition (PLAR) is the practice of reviewing, evaluating, and acknowledging the information, skills, and understanding that adult learners have gained through experiential or self-directed (informal) learning rather than through formal education (Thomas, 2000). As our current economy and workplaces experience rapid and continuing change, PLAR offers a vital contribution to supporting lifelong and life-wide learning (Evans, 2000). Beyond significant benefits to individual adult learners in terms of confidence-building and enhanced reflective capacity, PLAR’s process translates personal and workplace learning into a portable format, a common coin suitable for public recognition in many different venues. PLAR has hence become an integral feature of lifelong learning policies around the globe and is closely linked with the implementation of national and transnational qualification frameworks (Morrissey et al., 2008).

PLAR scholars have a vital role in ensuring that policy and practice in this important field is informed by innovative research. This brief report describes a workshop on scholarly PLAR research, held in Ottawa, Canada on November 6 and 7, 2010 with funding from the Social Sciences and Humanities Research Council (SSHRC).
Evaluating prior learning assessment programs: A suggested framework
Authors: Travers Nan L. , Evans Marnie T.
Published: November 2016

Over the past two decades, American institutions have been expected to include systematic program reviews to meet accrediting standards, either by independent or governmental review agencies. Program evaluation is critical for several reasons: it provides systematic ways to assess what needs improvement or what needs changing and it provides ways to validate practices, whether to internal or external audiences (Mishra, 2007). Most program evaluative models are focused on academic programs, which don’t fit the uniqueness of prior learning assessment programs. This paper proposes an evaluative framework for prior learning assessment programs, which takes into account the type of work within prior learning assessment programs and uses program portfolios, similar to how students are asked to document their work.
A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types
Authors: Park Yeonjeong
Published: November 2016

Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.
Editorial Volume 12, No. 2
Authors: Anderson Terry
Published: November 2016
Interconnecting networks of practice for professional learning
Authors: Mackey Julie , Evans Terry
Published: November 2016

The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online professional learning in a university graduate diploma program on ICT education. Evolving from social constructivist pedagogy for online professional development, the research describes how teachers create their own networks of practice as they blend online and offline interactions with fellow learners and workplace colleagues. Teachers’ perspectives of their professional learning activities challenge the way universities design formal online learning communities and highlight the potential for networked learning in the zones and intersections between professional practice and study.

The article extends the concepts of Lave and Wenger’s (1991) communities of practice social theory of learning by considering the role participants play in determining their engagement and connections in and across boundaries between online learning communities and professional practice. It provides insights into the applicability of connectivist concepts for developing online pedagogies to promote socially networked learning and emphasising the role of the learner in defining their learning pathways.
Emergent learning and learning ecologies in Web 2.0
Authors: Williams Roy , Karousou Regina , Mackness Jenny
Published: November 2016

This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning and the conditions that enable emergent, self-organised learning to occur and to flourish. Specifically, it explores whether emergent learning can be validated and self-correcting and whether it is possible to link or integrate emergent and prescribed learning. It draws on complexity theory, communities of practice, and the notion of connectivism to develop some of the foundations for an analytic framework, for enabling and managing emergent learning and networks in which agents and systems co-evolve. It then examines specific cases of learning to test and further develop the analytic framework.

The paper argues that although social networking media increase the potential range and scope for emergent learning exponentially, considerable effort is required to ensure an effective balance between openness and constraint. It is possible to manage the relationship between prescriptive and emergent learning, both of which need to be part of an integrated learning ecology.
Frameworks for understanding the nature of interactions, networking, and community in a social networking site for academic practice
Authors: Conole Grainne , Galley Rebecca , Culver Juliette
Published: November 2016

This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social and participatory practices (peer critiquing, sharing, user-generated content, aggregation, and personalisation) within an educational context. One of the key challenges in the development of the site has been to understand the user interactions and the changing patterns of user behaviour as it evolves. The paper explores the extent to which four frameworks that have been used in researching networked learning contexts can provide insights into the patterns of user behaviour that we see in Cloudworks. The paper considers this within the current debate about the new types of interactions, networking, and community being observed as users adapt to and appropriate new technologies.
Educating the citizen of academia online?
Authors: Solberg Mariann
Published: November 2016

The Arctic is a vast, sparsely populated area. The demographic situation points to online distance education as a solution to support lifelong learning and to build competence in the region. An overall aim of all university education is what Hans Georg Gadamer calls Bildung, what we in Norwegian call dannelse and what Richard Rorty has called edification. A first problem to be addressed here is that in online distance learning some teachers find that is harder to support the development of the student’s voice. Being able to express oneself and to position oneself in a scientific community is vital for a well educated graduate. Another problem in online education has been the extensive use of writing as a means in the student’s learning process. Writing is vital to academic education, but in online courses there is in general a danger of overuse. At the University of Tromsø we have tested the web conference tool Elluminate Live. This is a real-time application, integrated in the University’s learning management system (LMS), Fronter. The application enables synchronous oral dialogue, simultaneous sharing of texts, and so forth. I present our main experience with the use of Elluminate Live and discuss the extent to which this application has turned out to be helpful in developing the quality of online courses.
Open access textbooks and financial sustainability: A case study on Flat World Knowledge
Authors: Hilton III John Levi , Wiley David
Published: November 2016

Many college students and their families are concerned about the high costs of textbooks. A company called Flat World Knowledge both gives away and sells open-source textbooks in a way it believes to be financially sustainable. This article reports on the financial sustainability of the Flat World Knowledge open-source textbook model after one year of operation.
ODL and the impact of digital divide on information access in Botswana
Authors: Oladokun Olugbade , Aina Lenrie
Published: November 2016

Open and distance learning (ODL) has created room for the emergence of virtual education. Not only are students found everywhere and anywhere undertaking their studies and earning their degrees, but geographical boundaries between nations no longer appear to have much relevance. As the new education paradigm irretrievably alters the way teaching and learning is conducted, the application of modern educational ICTs has a major role to play.

With students of transnational or cross-border education dispersed into various nooks and crannies of Botswana, many others enlist for the “home-baked” distance learning programmes from their diverse locations. Like the face-to-face conventional students, distance learners also have information needs which have to be met. But blocking the distance learners’ realization of their information needs is the digital divide, which further marginalizes the underclass of “info-poor.”

The survey method was used, and a questionnaire administered to 519 students of four tertiary level distance teaching institutions that met the criteria set for the study yielded a 70.1% response rate. The results showed that while the Government of Botswana has made considerable effort to ensure country-wide access to ICT, which now constitutes an effective instrument for meeting information needs, a number of problems still exist. The factors impeding easy access are unearthed. The findings of an empirical study portraying some learners as information-rich and others, information-poor, and the consequence of distance learners studying on both sides of the digital divide, are discussed. Suggestions on bridging the digital divide are offered.
Factors that impact student usage of the learning management system in Qatari schools
Authors: Nasser Ramzi , Cherif Maha , Romanowski Michael
Published: November 2016

In an attempt to enhance teacher and student performance in school, a learning management system (LMS) known as Knowledge-Net (K-Net) was introduced in Qatari independent schools. (All public schools in Qatar have transformed to independent schools; the independent schools model is similar to the charter school system in North America.) An LMS is a tool that organizes and regulates classroom administrative tasks, supports teachers and students in the teaching and learning process, and informs parents of their children’s progress and school activities. Despite the benefits of the LMS, research studies indicate that its use by students has been limited because of a number of manipulative and non-manipulative factors that can influence behavior. This study explores the factors that impact student use of the LMS K-Net in Qatari independent schools. Quantitative data were collected through a questionnaire that was administered to students in 37 schools. A total of 1,376 students responded to the questionnaire. Semi-structured interviews were used to collect qualitative data that helped to confirm the results of the quantitative data and to provide additional insight on students’ perspectives regarding the use of the LMS. The results point to a strong relation between ICT knowledge and LMS usage. They suggest that the more ICT knowledge students have, the less prone they are to using the LMS. Attitudinal barriers were not predictive of usage. Student usage was strongly correlated to teacher and parent usage. This study is informative in evaluating LMS usage in Qatari schools.
Aligning the quantum perspective of learning to instructional design: Exploring the seven definitive questions
Authors: Janzen Katherine Joyce , Perry Beth , Edwards Margaret
Published: November 2016

TThis paper builds upon a foundational paper (under review) which explores the rudiments of the quantum perspective of learning. The quantum perspective of learning uses the principles of exchange theory or borrowed theory from the field of quantum holism pioneered by quantum physicist David Bohm (1971, 1973) to understand learning in a new way. Bohm proposes that everything exists as wholes, rather than as parts, and that everything is connected. Similarly, the quantum perspective of learning proposes that individuals learn in holistic ways as they interact with temporal and in infinitely extending virtual worlds. Further, according to the quantum perspective of learning, learners have infinite potential. In this paper, the quantum perspective of learning is examined utilizing a combination of Schunk’s (1991) and Ertmer and Newby’s (1993) definitive questions for aligning learning theory with instructional design. These seven definitive questions focus on how learning happens, influential factors in learning, the role of memory, transfer of knowledge, modalities of learning that can best explain the quantum  perspective of learning, applicable assumptions, and a discussion of how instruction can be organized to optimize learning. Examples of strategies that facilitate the quantum perspective of learning are provided.
Pretesting mathematical concepts with the mobile phone: Implications for curriculum design
Authors: Kizito Rita Ndagire
Published: November 2016

One of the neglected elements when teaching at a distance is establishing what learners already know at the beginning of the course or module. Unlike the face-to-face environment, in distance learning there is no opportunity for administering diagnostic activities just before the onset of instruction. This means that both the weak and more advanced students receive the same level of support since there is no mechanism for differentiating their learning needs. This paper describes the characteristics of a diagnostic test aimed at determining student understanding of the basic calculus concepts of the derivative and the integral, using the mobile phone as the method of delivery. As a proof-of-concept exercise, 10 questions designed to test concept attributes and procedural knowledge involving the two basic calculus concepts were given to a sample of 30 students at the beginning of the course. The implications for curriculum design were then analysed in terms of the didactical functionalities and the communication strategy that could be developed with reference to the mobile phone.
Online social networks as formal learning environments: Learner experiences and activities
Authors: Veletsianos George , Navarrete Cesar
Published: November 2016

While the potential of social networking sites to contribute to educational endeavors is highlighted by researchers and practitioners alike, empirical evidence on the use of such sites for formal online learning is scant. To fill this gap in the literature, we present a case study of learners’ perspectives and experiences in an online course taught using the Elgg online social network. Findings from this study indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social network and supported one another in their learning, enhancing their own and other students’ experiences. Conversely, results also indicate that students limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Additionally, learners needed support in managing the expanded amount of information available to them and devised strategies and “workarounds” to manage their time and participation.
Educational leadership for e-learning in the healthcare workplace
Authors: Fahlman Dorothy (Willy)
Published: November 2016

Effective educational leadership can make a difference in the resolution of complex issues that impact today’s demand-driven educational marketplace. The ongoing professional and skill development needs of human health resources may be best managed through distributed strategic leadership blended with servant leadership. Together these two approaches may offer the critical bridge for effective educational leadership for e-learning within the healthcare workplace.
Are online learners frustrated with collaborative learning experiences?
Authors: Capdeferro Neus , Romero Margarida
Published: November 2016

Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners engaged in online computer-supported collaborative learning (CSCL) experiences and, moreover, to identify the sources to which the learners attribute their frustration. With this aim, a questionnaire was designed to obtain data from a sample of online learners participating in the Master of ICT and Education program of the Universitat Oberta de Catalunya (UOC). Results revealed that frustration is a common feeling among students involved in online collaborative learning experiences. The perception of an asymmetric collaboration among the teammates was identified by the students as the most important source of frustration. Online learners also identified difficulties related to group organization, the lack of shared goals among the team members, the imbalance in the level of commitment and quality of the individual contributions, the excess time spent on the online CSCL tasks, the imbalance between the individual and collective grades, and difficulties in communication, among other factors leading to frustration. The analysis of the students’ sources of frustration in online CSCL is followed by a list of recommendations to the distance education stakeholders, aiming to reduce students’ frustration and improve the quality of their experiences in online CSCL contexts such as the UOC.
Examining the reuse of open textbooks
Authors: Hilton III John Levi , Lutz Neil , Wiley David
Published: November 2016

An important element of open educational resources (OER) is the permission to use the materials in new ways, including revising and remixing them. Prior research has shown that the revision and remix rates for OER are relatively low. In this study we examined the extent to which the openly licensed Flat World Knowledge textbooks were being revised and remixed. We found that the levels of revision and remix were similar to those of other OER collections. We discuss the possible significance and implication of these findings.
Determining the feasibility of an e-portfolio application in a distance education teaching practice course
Authors: Kecik Ilknur , Aydin Belgin , Sakar Nurhan , Dikdere Mine , Aydin Sinan , Yuksel Ilknur , Caner Mustafa
Published: November 2016

In this study we aim to conduct a complete evaluation of the e-portfolio application in the distance teaching practice course that is part of the Distance English Language Teacher (DELT) program at Anadolu University from the perspective of three groups: university supervisors, preservice teachers, and cooperating teachers. Using a survey on the needs of preservice teachers and how well these were met according to the three groups’ perspectives, we gathered qualitative and quantitative data on the feasibility of the e-portfolio application. Our analysis of the findings revealed that all three groups agreed about the needs of preservice teachers. And despite some minor variance in the perspectives of each group, we determined that e-portfolio applications can meet the majority of the planning, teaching, and reflection needs in the teaching process. We offer suggestions to improve e-portfolio applications so they will better meet preservice teachers’ needs.
Assessment of challenges in developing self-instructional course materials at the National Open University of Nigeria
Authors: Okonkwo Charity Akuadi
Published: November 2016

The National Open University of Nigeria (NOUN) is Nigeria’s only university dedicated to providing education through the use of distance instructional methods. So far, however, the lack of availability and poor distribution of course materials, which underpin instructional delivery at NOUN, continue to be hindrances to achieving the university’s vision and mission. There are delays and difficulties in developing and distributing materials to students and Study Centres. Many pioneer students cannot graduate because of this challenge. This paper examines the process of developing self-instructional course materials at NOUN. It reflects on the challenges associated with the quantity, quality, and timely production of course materials, labelled “the hills, the wills, and the skills” obstacles. The paper concludes that there is a need for better professional development in order to provide efficient ODL delivery.
“Everybody is their own island”: Teacher disconnection in a virtual school
Authors: Hawkins Abigail , Barbour Michael K , Graham Charles R
Published: November 2016

Virtual schooling is a recent phenomenon in K-12 online learning. As such, the roles of the online teachers are emerging and differ from those of the traditional classroom teacher. Using qualitative interviews of eight virtual high school teachers, this study explored teachers’ perceptions of their online teaching role. Teachers expressed a sense of disconnection from their students, the profession, and their peers as a result of limited interactions due to significant institutional barriers. Researchers discuss the implications of this disconnection as well as future avenues for research.
M-learning adoption: A perspective from a developing country
Authors: Iqbal Shakeel , Qureshi Ijaz A
Published: November 2016

M-learning is the style of learning for the new millennium. Decreases in cost and increases in capabilities of mobile devices have made this medium attractive for the dissemination of knowledge. Mobile engineers, software developers, and educationists represent the supply side of this technology, whereas students represent the demand side. In order to further develop and improve this medium of learning it is imperative to find out students’ perceptions about m-learning adoption. To achieve this objective a survey was conducted among the students of 10 chartered universities operating in the twin cities of Rawalpindi and Islamabad in Pakistan. The results indicate that perceived usefulness, ease of use, and facilitating conditions significantly affect the students’ intention to adopt m-learning, whereas perceived playfulness is found to have less influence. Social influence is found to have a negative impact on adoption of m-learning. The findings of this study are useful in providing guidance to developers and educators for designing m-learning courses specifically in the context of developing countries.
An investigation of collaboration processes in an online course: How do small groups develop over time?
Authors: Jahng Namsook
Published: November 2016

This study investigated communication patterns and behavior in problem-solving groups in a graduate online course. An inductive qualitative analysis method was employed to analyze 732 messages that were retrieved from small group forums. The current study identified a temporal pattern of group development was in comparison with existing theoretical models: the traditional group development model (Tuckman, 1965; Tuckman & Jensen, 1977) and the punctuated equilibrium model (Gersick, 1988; 1991). All the groups had two working phases and three decision-making points. The temporal pattern of group behavior was close to the phase transition concept of Gersick’s model. Some groups tended to undergo Tuckman’s stages, but their development stages were not necessarily sequential or hierarchical. Thus, it is concluded that Gersick’s model could be more useful for researchers and instructors to better understand and assist online students in problem solving collaborative activities.
Sense of community in graduate online education: Contribution of learner to learner interaction
Authors: Shackelford Jo L. , Maxwell Marge
Published: November 2016

Distance learning technologies offer a multitude of ways to build interaction into online courses to support learning. Based on social constructivism theory, this study explored which types of interaction are most predictive of students’ sense of community in online graduate courses at a regional comprehensive university. Surveys were used to measure sense of community and the frequency and importance of nine learner–learner interactions.

Interactions that were most predictive of sense of community were introductions, collaborative group projects, sharing personal experiences, entire class discussions, and exchanging resources. The interaction that offered the highest payoff to instructors was exchanging resources. The article discusses implications for online course design.
A semi-automatic approach to construct Vietnamese ontology from online text
Authors: Nguyen Bao-An , Yang Don-Lin
Published: November 2016

An ontology is an effective formal representation of knowledge used commonly in artificial intelligence, semantic web, software engineering, and information retrieval. In open and distance learning, ontologies are used as knowledge bases for e-learning supplements, educational recommenders, and question answering systems that support students with much needed resources. In such systems, ontology construction is one of the most important phases. Since there are abundant documents on the Internet, useful learning materials can be acquired openly with the use of an ontology.  However, due to the lack of system support for ontology construction, it is difficult to construct self-instructional materials for Vietnamese people. In general, the cost of manual acquisition of ontologies from domain documents and expert knowledge is too high. Therefore, we present a support system for Vietnamese ontology construction using pattern-based mechanisms to discover Vietnamese concepts and conceptual relations from Vietnamese text documents. In this system, we use the combination of statistics-based, data mining, and Vietnamese natural language processing methods to develop concept and conceptual relation extraction algorithms to discover knowledge from Vietnamese text documents. From the experiments, we show that our approach provides a feasible solution to build Vietnamese ontologies used for supporting systems in education.
Learning in multiple communities from the perspective of knowledge capital
Authors: Ozturk Hayriye Tugba , Ozcinar Huseyin
Published: November 2016

In a learning system, multiple communities represent a networked structure of learning experiences. Individuals belong to multiple communities connected though complex relationships consisting of people, resources, rituals, and ties. Learning occurs as individuals traverse this network from one community to the next. This paper explores the question of how learning occurs in compound communities from the perspective of knowledge capital, that is, the communities’ collective knowledge, skill, and perspective, as well as relationships and connections among members. Through interviews conducted with postgraduate students belonging to multiple communities, we identified issues related to conflict between communities, closed-congregation communities, privacy, and reputation. The results have implications concerning social and structural aspects of learning and instructional design in multiple communities.
“Opening” a new kind of school: The story of the Open High School of Utah
Authors: Tonks DeLaina , Weston Sarah , Wiley David , Barbour Michael K.
Published: November 2016

The use of online learning at the primary and secondary school level is growing exponentially in the United States. Much of this growth is with full-time online schools, most of which are operated by for-profit companies that use proprietary online course content. In this article we trace the development of, and philosophy behind, a full-time online school that uses open access software and open educational resources for course content. As more nations begin to put in place plans for primary and secondary education in the event of natural disasters (e.g., the Christchurch earthquakes) or pandemics (e.g., avian flu or H1N1), the availability of open online content is of critical importance.
An OER architecture framework: Need and design
Authors: Khanna Pankaj , Basak P C
Published: November 2016

This paper describes an open educational resources (OER) architecture framework that would bring significant improvements in a well-structured and systematic way to the educational practices of distance education institutions of India. The OER architecture framework is articulated with six dimensions: pedagogical, technological, managerial, academic, financial, and ethical. These dimensions are structured with the component areas of relevance: IT infrastructure services, management support systems, open content development and maintenance, online teaching-learning, and learner assessment and evaluation of the OER architecture framework. An OER knowledge and information base, including a web portal, is proposed in the form of a series of knowledge repositories. This system would not only streamline the delivery of distance education but also would enhance the quality of distance learning through the development of high quality e-content, instructional processes, course/programme content development, IT infrastructure, and network systems. Thus the proposed OER architecture framework when implemented in the distance education system (DES) of India would improve the quality of distance education and also increase its accessibility in a well-organised and structured way.