bluuebunny/crossref_metadata_2025 huggingface dataset:
Relación de la presentación de información de negocios on-line con las variables financieras en las empresas colombianas
Authors: Gómez Meneses Fabio Enrique , Católico Segura Diego Fernando
Published: September 2016

Las organizaciones hacen uso de diversos canales para la divulgación y revelación de la información de sus negocios, como por ejemplo Internet, canal a través del cual se pueden satisfacer las necesidades de los usuarios con mayor agilidad y brindando mejores condiciones de accesibilidad. La divulgación y revelación de la información puede verse determinada por el entorno y las características financieras que definen a las compañías. El presente trabajo hace un análisis de correlación entre las variables financieras y el uso de Internet para revelar y divulgar información del negocio de manera individual y según el sector económico al que pertenecen las 500 empresas más representativas de Colombia. De acuerdo con los resultados obtenidos, variables como el patrimonio, el activo y los ingresos, se diferencian significativamente en las empresas que utilizan sitios Web para revelar y divulgar la información, respecto de las que no lo hacen. En el caso del sector al que pertenecen las compañías, existen diferencias estadísticamente significativas en las variables financieras relacionadas con el tamaño de la empresa en sectores tales como: telecomunicaciones, hidrocarburos, bebidas y alimentos.
Evaluación de los proyectos de mecanismo de desarrollo limpio presentados a la UNFCCC: los criterios de sostenibilidad entre 2004 y 2008
Authors: Sabogal Aguilar Javier , Hurtado Aguirre Enrique , Moreno Castillo Edgar
Published: September 2016

El cambio climático es visto como uno de los problemas ambientales con mayores impactos sobre los sistemas humanos y naturales. La preocupación social sobre esta problemática es creciente como resultado del aumento de evidencia científica y fenómenos catastróficos, por lo que se ha buscado una respuesta antrópica (Sabogal, 2007). Los proyectos de Mecanismo de Desarrollo Limpio (MDL) hacen parte de la propuesta de solución, generando una contribución a la mitigación de Gases Efecto Invernadero (GEI), sin embargo, contrario a la normatividad del Protocolo de Kioto, su impacto no es tan claro en términos de sostenibilidad. El presente artículo evalúa la presencia y el cumplimiento del objetivo de sostenibilidad en los proyectos de MDL presentados al Convención Marco de las Naciones Unidas sobre el Cambio Climático y el Protocolo de Kyoto (UNFCCC),para el periodo comprendido entre 2004 y 2008, identificando tendencias globales y planteando recomendaciones de mejoramiento en la aplicación del mecanismo
Valoración económica del suelo y gestión ambiental: aplicación en empresas floricultoras colombianas
Authors: Silva Arroyave Sandra Milena , Correa Restrepo Francisco
Published: September 2016

Este artículo tiene como objetivo central presentar la valoración económica de bienes y servicios ambientales brindados por el recurso suelo vinculado a empresas floricultoras, la cual se plantea como criterio base para establecer una subvención ambiental como mecanismo de fortalecimiento de la gestión ambiental empresarial en Colombia. Así, mediante una revisión bibliográfica analítica, se realiza un reconocimiento de la normativa ambiental nacional en torno al control de la contaminación del suelo. Igualmente, se aplica el método de transferencia de beneficios como mecanismo de valoración económica y se propone un modelo de gestión ambiental en empresas floricultoras colombianas a través de la subvención ambiental. Este trabajo concluye que la información asociada al valor económico de los bienes y servicios ambientales de un recurso natural es relevante porque permite dar una idea de la importancia de los mismos, al tiempo que es fundamental en el establecimiento de la tarifa mínima requerida en el instrumento económico
Apresentação do Número Temático - Sexualidade e Gênero na Educação
Authors: Rossi Celia Regina
Published: September 2016

Apresentação do Dossiê Temático feita pela organizadora Profa. Dra. Célia Regina Rossi.
Editorial
Authors: Anaruma Silvia Marina
Published: September 2016

Editorial do Dossiê Temático sobre Educação Sexual, feito pela Profa. Dra. Silvia Marina Anaruma, membro da Comissão Editorial da Revista Educação: Teoria e Prática.
Refletindo Sobre o PIBID em Tempos de Desprofissionalização Docente
Authors: Corrêa Carla Quintanilha
Published: September 2016

O trabalho aborda o contexto atual da docência no país, destacando as dificuldades enfrentadas pelos professores no exercício da sua profissão, geradas pelas políticas de alcance de resultados através de testes nacionais padronizados. Diante disto, muitos professores vêm sentindo a perda da autonomia e identidade profissional, resultando no fenômeno da desprofissionalização docente. Neste contexto, objetiva-se refletir sobre a política pública de incentivo à formação inicial de professores, o PIBIB (Programa Institucional de Bolsa de Iniciação à Docência), que concede bolsas a licenciandos para exercerem atividades pedagógicas em escolas públicas de educação básica, sob a supervisão de um professor do ensino superior e outro da escola. Apresenta-se uma reflexão teórica, baseada em Françoise Lantheaume, Claude Lessard, Christian Maroy, Marli André, Bernadete Gatti, dentre outros autores, sobre a complexificação do trabalho docente e a participação do licenciando no cotidiano da escola de educação básica. Aponta-se que o PIBID pode contribuir para a formação crítica dos novos professores diante das políticas de eficácia, amplamente divulgadas e referendadas pelo poder público.
EM FORMA DE RESENHA: MERGULHO EM “ARMADILHAS DA SEDUÇÃO: OS ROMANCES DE M. DELLY”
Authors: Bacocina Eliane Aparecida , Souza Carolina Gonçalves , Jorge Guedes de Camargo Marilena Aparecida
Published: September 2016

Esta resenha foi elaborada como seminário intitulado “Armadilhas da sedução: os romances de M. Delly, de Maria Teresa Santos Cunha”, para a disciplina Cultura, Memória e História, do Programa de Pós Graduação em Educação, ministrada pela Profª Drª Marilena A. Jorge Guedes de Camargo. O seminário foi apresentado no dia 26 de novembro de 2014, em Rio Claro, SP.
Representações sociais de discentes universitários sobre disciplinas de Educação Física no curso de Pedagogia
Authors: Missias-Moreira Ramon , Santos Anderson De Souza , Couto Edvaldo Souza
Published: September 2016

Esta investigação científica objetivou identificar as representações sociais de discentes do Curso de Pedagogia da Universidade Estadual do Sudoeste da Bahia (UESB) sobre as disciplinas EF I, II e III; e, analisar a influência das disciplinas EF I, II e III na formação acadêmica desses discentes. Trata-se de um estudo descritivo-exploratório, qualitativo e que ancorou-se na Teoria das Representações Sociais. Após Aprovação do Comitê de Ética em Pesquisa, participaram da entrevista semiestruturada 38 discentes do Curso de Pedagogia da UESB, tendo suas evocações sido analisadas a partir da técnica de análise de conteúdo. As unidades de análise foram agrupadas em 3 categorias que expressam representações dos estudantes universitários sobre os componentes curriculares EF I, II e III, a saber: Representações Positivas da Educação Física; Educação Física como Lazer; e, Influência na (in)Formação Acadêmica. Desta forma, concluímos que os componentes curriculares, da forma como foram apresentados, solidificaram as representações sociais dos alunos, de forma aos mesmos apresentarem em suas manifestações vários aspectos que revelam que, por vezes, as disciplinas não foram tratadas com a importância devida, demonstrando a ausência do valor desses componentes em sua formação acadêmica.
Percepção e atualidade em Modernidade Líquida, de Zygmunt Bauman
Authors: Novais Ana Lúcia Moura
Published: September 2016

Resenha crítica da obra Modernidade Líquida, de Zygumunt Bauman, cuja referência completa é:

BAUMAN, Zygmunt. Modernidade líquida. Tradução Plínio Dentzien. Rio de Janeiro: Zahar, 2001.
Only a Manic Depressive!: The Zone of the Untouchable and Exceeding Limits in Acute Psychiatric Care
Authors: Hem Marit Helene , Nortvedt Per , Heggen Kristin
Published: September 2016

This article addresses psychotic patients’ fragile boundaries and need for professional help to restore their personal untouchable zone. We examine how nurses move into this inviolable zone and re-establish limits. Empirical data are drawn from an acute psychiatric setting and focus on one patient in different situations and on her relationships with nurses. Data from nurses’ discussions and the researcher’s experience are also included. The concept of the zone of the untouchable, by the Danish theologian and philosopher K. E. Løgstrup, guides interpretation. Analysis shows how and with which critical and constructive consequences the diagnosis-oriented understanding affects the patient–nurse relationship. Conclusions include premises that can guide nurses moving into the patient’s untouchable zone.
Self-Efficacy and Social Support as Mediators Between Culturally Specific Dance and Lifestyle Physical Activity
Authors: Murrock Carolyn J. , Madigan Elizabeth
Published: September 2016

Culturally specific dance has the potential to generate health benefits but is seldom used even among studies advocating culturally specific interventions. This study examined the components of self-efficacy and social support as mediators between culturally specific dance and lifestyle physical activity in African American women (N = 126). An experimental design compared intervention and control groups for mediating effects of self-efficacy and social support on lifestyle physical activity. Findings indicated that only outcome expectations and social support from friends mediated effects. Culturally specific dance is a first step in encouraging African American women to become more physically active and improve health outcomes. The implications are that culturally specific dance programs can improve health outcomes by including members of underserved populations.
Journeys From Addiction to Recovery
Authors: Hansen Mary , Ganley Barbara , Carlucci Chris
Published: September 2016

Addiction affects us all. It has wide-reaching consequences for the individual, the family, and society as a whole. This article attempts to assist providers and addicts in understanding the road to recovery. Transformation from addiction to recovery is best explained by recovering addicts themselves. In this qualitative study, nine participants describe their experiences with long-term recovery. The transtheoretical model of change (Prochaska & DiClemente, 1983) was combined with Mezirow’s (1997) transformative learning theory to structure a framework that highlights the transition of these individuals as they moved from addiction to recovery. This new combination model can be used to anticipate behavior, support, and encourage patients in the change from active addiction to a healthier lifestyle without drugs and alcohol.
The Elicited Verbal Pain Language of Childbirth: A Closer Look at Pain Assessment Through a Critical and Interpretive Review of the Literature
Authors: Power Stephanie , Bogossian Fiona E. , Strong Jenny , Sussex Roland
Published: September 2016

OBJECTIVE:To provide a critical and interpretive review of the literature to investigate examples of pain assessment tools used in a childbirth context. Through these examples of pain assessment, the concept of elicited verbal pain language is introduced and explored.

METHODS:Electronic search strategies were used to identify primary research regarding maternal reports of pain (during labor, postpartum and retrospectively), which were captured by standardized pain assessment tools.

FINDINGS:The review revealed the physiological (the sensory and affective dimensions of pain, the intensity of pain, and the influence of parity on pain perception), psychological (the influence of maternal attitude, mood, and memory on pain perception), and ethnocultural (the impact of the ethnocultural context on pain perception) components of the pain experience. The strengths and limitations of pain assessment tools are highlighted. There were similarities in the reviewed studies’ approaches to pain assessment despite the cross-cultural representation of birth. Possible implications for cross-cultural pain assessment and communication are outlined.

CONCLUSION:The question remains regarding the appropriateness of implementing standardized pain assessment tools across birth context. An ongoing critique of pain assessment may inform the provision of better care overall for birthing women in multicultural societies.
Pain Relief Effect of Cryotherapy in Parturients
Authors: Vargens Octavio M. C. , Nunes Sonia , da Silva Lolita D. , Progianti Jane M.
Published: September 2016

INTRODUCTION: Pain in childbirth and strategies for relieving it have been a subject of interest to researchers for many years. The use of cold (cryotherapy), as a pain relief technique generally, is quite well known and studied. However, few studies have addressed the use of cryotherapy as a strategy for relieving the pain of childbirth.

OBJECTIVE: To evaluate the effects of cryotherapy in relieving childbirth pain.

METHOD: Pilot intervention study using prospective data in a single intervention group, the outcome being the pain relief in women in labor. The sample comprised 36 parturients at the Hospital Maternidade Carmela Dutra, Rio de Janeiro, Brazil. Cryotherapy was applied to the parturients’ thoracolumbar region at cervical dilation of 5, 7, and/or 9 cm, using an icepack belt. In all, 48 applications were made. The responses regarding the action of cryotherapy on pain were recorded on a specific form. The Numeric Rating Scale (NRS) was used. Following a form, the parturients’ behavior during the application of cryotherapy was also observed.

RESULTS: It was found that 91.67% (outcome) of the women reported pain relief and better conditions in which to experience childbirth. The behavior of 75% of the women in labor was calm and participatory; some slept (5.56%), others took short naps (19.44%).

CONCLUSION: Cryotherapy proved effective in relieving pain in childbirth. Because characteristically, cryotherapy does not interfere in the physiological process of childbirth, it can be used in care for women in labor.
The LENTE Study: The Effectiveness of Prophylactic Intramuscular Oxytocin in the Third Stage of Labor Among Low-Risk Women in Primary Care Midwifery Practice: A Randomized Controlled Trial
Authors: Jans Suze M. P. J. , Herschderfer Kathy C. , van Diem Mariet Th. , Aitink Mieke , Rijnders Marlies , van der Pal-de Bruin Karin , Buitendijk Simone E.
Published: September 2016

PURPOSE:To test third stage management of labor for low-risk women comparing routine prophylactic intramuscular oxytocin management versus modified expectant management.

STUDY DESIGN:Randomized controlled multicenter trial in primary care midwifery practice.

MAJOR FINDINGS:32.4% of women in the prophylactic intramuscular oxytocin management group had blood loss of 500 mL or more versus 44.2% in the modified expectant management group, relative risk (RR) 0.61, 95% confidence interval (CI) [0.50, 0.74]. The percentage of women experiencing postpartum hemorrhage (PPH) defined as more than 1,000 mL blood loss was 6.3% in the prophylactic intramuscular oxytocin management group versus 11.9% in the modified expectant management group (RR 0.50, 95% CI [0.36, 0.71]). The type of management showed no significant differences between the two groups in clinically relevant indicators of women’s short-term health such as the number of referrals, treatment given, hemoglobin level 36 hours postpartum, and breastfeeding rates after 1 week. Medium-term health such as hemoglobin level at 6 weeks postpartum, women’s perceptions of tiredness, and breastfeeding rates at 3 months after birth also showed no differences between the two groups.

CONCLUSION:Third stage management by means of routine prophylactic intramuscular oxytocin reduced the risk of postpartum hemorrhage in a group of childbearing women at low risk of complications in primary midwifery care compared to modified expectant third stage management, but there was no evidence this was associated with a reduction in clinically relevant adverse health outcomes.
The reciprocal and correlative relationship between learning culture and online education: A case from Saudi Arabia
Authors: Hamdan Amani K
Published: September 2016

The purpose of this paper is to build on the insights of educators regarding the relationship between culture and online learning. More specifically, this paper aims to explore the ways in which students’ culture of learning is changing as a result of the introduction of various modes of online learning. It also aims to explore the ways in which culture and cultural values affect the application and success of online-learning strategies. Particular attention is directed to learners’ perceptions of the advantages and disadvantages of online communication. The paper is based on primary data drawn from undergraduate female students’ responses regarding how online education is changing their learning culture and how their culture is influencing online education. Sixty-seven undergraduate Saudi female students participated in the survey. The literature in the field of online and distance education is explored to help answer these questions. The participants indicated that online education helped them to challenge some cultural norms, enhance their learning culture, and improve their communication skills.
Multi-country experience in delivering a joint course on software engineering – numerical results
Authors: Budimac Zoran , Putnik Zoran , Ivanović Mirjana , Bothe Klaus , Zdravkova Katerina , Jakimovski Boro
Published: September 2016

A joint course, created as a result of a project under the auspices of the ‘Stability Pact of South-Eastern Europe’ and DAAD, has been conducted in several Balkan countries: in Novi Sad, Serbia, for the last six years in several different forms, in Skopje, FYR of Macedonia, for two years, for several types of students, and in Tirana, Albania, in the form of a crash, 7-day course, for the last two years. In this paper, we will put an emphasis on the assessment methods used within these courses, and compare them with the ‘original’ course that has been conducted at the Humboldt University in Berlin for almost a decade. Having a good environment for comparisons we draw some conclusions about teaching software engineering in different environments.
Mobile cloud learning for higher education: A case study of Moodle in the cloud
Authors: Wang Minjuan , Chen Yong , Khan Muhammad Jahanzaib
Published: September 2016

Mobile cloud learning, a combination of mobile learning and cloud computing, is a relatively new concept that holds considerable promise for future development and delivery in the education sectors. Cloud computing helps mobile learning overcome obstacles related to mobile computing. The main focus of this paper is to explore how cloud computing changes traditional mobile learning. A case study of the usage of Moodle in the cloud via mobile learning in Khalifa University was conducted.
Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?
Authors: Chang Chi-Cheng , Shu Kuen-Ming , Liang Chaoyun , Tseng Ju-Shih , Hsu Yu-Sheng
Published: September 2016

The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33) which studied through blended e-learning or the control group (n = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.
A path analysis of educator perceptions of open educational resources using the technology acceptance model
Authors: Kelly Hope
Published: September 2016

Open educational resources (OER) are making their way into a variety of educational contexts from formal lesson planning to just in time learning. Educators and training professionals have been recognized as an important audience for these materials. The concepts of self-efficacy and outcome judgment from social cognitive learning theory serve as theoretical constructs to measure educator perceptions of OER. This study uses a path analysis, based on the technology acceptance model, to understand adoption of these resources by this audience with a particular emphasis on self-efficacy. Among the participants, three main groups were identified: K-12 educators, higher education professionals, and those involved in workplace training. A discriminant function analysis found that K-12 educators stood out as finding OER relevant to improving their practice. Recommendations are made in regards to an emphasis on easy to use designs to improve application self-efficacy of OER and instructional messaging for future K-12 educators.
Investigating perceived barriers to the use of open educational resources in higher education in Tanzania
Authors: Mtebe Joel S. , Raisamo Roope
Published: September 2016

The past few years have seen increasingly rapid development and use of open educational resources (OER) in higher education institutions (HEIs) in developing countries. These resources are believed to be able to widen access, reduce the costs, and improve the quality of education. However, there exist several challenges that hinder the adoption and use of these resources. The majority of challenges mentioned in the literature do not have empirically grounded evidence and they assume Sub-Saharan countries face similar challenges. Nonetheless, despite commonalities that exist amongst these countries, there also exists considerable diversity, and they face different challenges. Accordingly, this study investigated the perceived barriers to the use of OER in 11 HEIs in Tanzania. The empirical data was generated through semi-structured interviews with a random sample of 92 instructors as well as a review of important documents. Findings revealed that lack of access to computers and the Internet, low Internet bandwidth, absence of policies, and lack of skills to create and/or use OER are the main barriers to the use of OER in HEIs in Tanzania. Contrary to findings elsewhere in Africa, the study revealed that lack of trust in others’ resources, lack of interest in creating and/or using OER, and lack of time to find suitable materials were not considered to be barriers. These findings provide a new understanding of the barriers to the use of OER in HEIs and should therefore assist those who are involved in OER implementation to find mitigating strategies that will maximize their usage.
The architecture of productive learning networks by Lucila Carvalho and Peter Goodyear
Authors: Anderson Terry
Published: September 2016

Book review
Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case of international students in the US
Authors: Sadykova Gulnara
Published: September 2016

The continuous growth of online learning and its movement towards cross-border and cross-culture education has recently taken a new turn with the epic hype that currently surrounds the development of massive open online courses (MOOCs) (Beattie-Moss, 2013). This development brings to focus the experiences of international students who take online courses designed and offered within the paradigm of Western pedagogy. Employing a sociocultural theoretical framework (Vygotsky, 1978; Scollon & Scollon, 2001), this paper examines the mediating roles that peers may play in the context of multicultural online learning environments. This two-stage, mixed methods study explored the experiences of 12 international graduate students who took fully online courses in a large research university in the northeastern region of the United States. The data included a survey, online interviews, as well as a case study that took a close look at the experiences of a female student from China. Findings of the study demonstrated that international students that come from diverse native academic backgrounds and cultures may necessitate a close relationship with peers they meet in the US courses. Peers become invaluable mediators of knowledge for international students who seek peer assistance to compensate for the lack of culture-specific knowledge and skills and to satisfy their interest in the host culture. The study suggests that course developers and facilitators should be proactive when assigning group projects and activities so as to enable close peer-to-peer interaction and opportunities for building personal relationships with other class members.
University faculty’s perspectives on the roles of e-instructors and their online instruction practice
Authors: Chang Chiungsui , Shen Hun-Yi , Liu Zhi-Feng
Published: September 2016

Despite the rapid use of e-Learning in higher education, the beliefs of instructors about and their practices during online instruction have been seldom addressed. This study explores the role perceptions of e-instructors in higher education. In total, 106 instructors from 20 Taiwanese universities filled out a questionnaire. Analytical results indicate that “content expertise” and “instructional designer” are perceived by university faculty as the key components in e-instruction in higher education. A gap exists between ideal and practical roles of e-instructors in higher education. Role perceptions and role-based practices of e-instructors in higher education differ significantly in terms of gender and teaching experience. This study also provides suggestions for e-instructor training.
Diving into Lake Devo: Modes of representation and means of interaction and reflection in online role-play
Authors: Koechli Linda , Glynn Maureen
Published: September 2016

This paper outlines an action research project involving the development of an educational online role-playing website, known as Lake Devo. Designed in keeping with constructivist principles, the website is used in select post-secondary courses at Ryerson University and allows learners to work synchronously, using visual, audio, and text elements to create avatars and interact in online role-play scenarios. The website also provides an integrated area for debrief following role-play activities. The features of the website were deliberately intended to provide a viable alternative to text-only online role-play activities, while not requiring the highly sophisticated elements of 3D virtual environments. During the period of the project on which this article reports, learners were invited to use the Lake Devo website for an assigned role-play activity. Online learner survey responses were collected following the pilot implementations of the website to determine the extent to which the non-text modes of representation (visual, audio) in Lake Devo, along with an integrated debrief area on the site, supported the learners in their online role-play activity. The preliminary findings suggest that Lake Devo provides an environment that effectively supports online role-play. The simple format of the Lake Devo avatars, the availability of visual and audio elements, and the ability to create a lasting artifact for review in a dedicated debrief area engage students and also reinforce the constructivist and collaborative nature of role-play activities. For practitioners beyond the Lake Devo project team and the Ryerson context, the Lake Devo website provides an example of an online role-play environment that offers alternatives to text-based and/or 3D virtual worlds.
Crowdteaching: Supporting teaching as designing in collective intelligence communities
Authors: Recker Mimi , Yuan Min , Ye Lei
Published: September 2016

The widespread availability of high-quality Web-based content offers new potential for supporting teachers as designers of curricula and classroom activities. When coupled with a participatory Web culture and infrastructure, teachers can share their creations as well as leverage from the best that their peers have to offer to support a collective intelligence or crowdsourcing community, which we dub crowdteaching. We applied a collective intelligence framework to characterize crowdteaching in the context of a Web-based tool for teachers called the Instructional Architect (IA). The IA enables teachers to find, create, and share instructional activities (called IA projects) for their students using online learning resources. These IA projects can further be viewed, copied, or adapted by other IA users. This study examines the usage activities of two samples of teachers, and also analyzes the characteristics of a subset of their IA projects. Analyses of teacher activities suggest that they are engaging in crowdteaching processes. Teachers, on average, chose to share over half of their IA projects, and copied some directly from other IA projects. Thus, these teachers can be seen as both contributors to and consumers of crowdteaching processes. In addition, IA users preferred to view IA projects rather than to completely copy them. Finally, correlational results based on an analysis of the characteristics of IA projects suggest that several easily computed metrics (number of views, number of copies, and number of words in IA projects) can act as an indirect proxy of instructionally relevant indicators of the content of IA projects.
Learners’ views regarding the use of social networking sites in distance learning
Authors: Özmen Büşra , Atıcı Bünyamin
Published: September 2016

In this study, it was aimed to examine the use of learning management systems supported by social networking sites in distance education and to determine the views of learners regarding these platforms. The study group of this study, which uses a qualitative research approach, consists of 15 undergraduate students who resumed their education in Turkey. The data were gathered via a semi-structured interview form which consists of open-ended questions. Content analysis was used in the analysis of the data. According to the results of the study, it has been revealed within the scope of the course that the students have positive attitudes towards the use of social networking sites and distance education applications and these applications have positively affected the quality of communication between instructors and students. Furthermore, it was seen that the students made comments relating to the interesting aspects of the applications and the difference between distance education and face-to-face learning.
Considering high school students’ experience in asynchronous and synchronous distance learning environments: QoE prediction model
Authors: Malinovski Toni , Vasileva Marina , Vasileva-Stojanovska Tatjana , Trajkovik Vladimir
Published: September 2016

Early identification of relevant factors that influence students’ experiences is vitally important to the educational process since they play an important role in learning outcomes. The purpose of this study is to determine underlying constructs that predict high school students’ subjective experience and quality expectations during asynchronous and synchronous distance education activities, in a form of quality of experience (QoE). One hundred and fifty-eight students from different high schools participated in several asynchronous and synchronous learning sessions and provided relevant feedback with comparable opinions regarding different conditions. Structural equation modeling was used as an analytical procedure during data analysis which led to a QoE prediction model that identified relevant factors influencing students’ subjective QoE. The results demonstrated no significant difference related to students’ behavior and expectations during both distance education methods. Additionally, this study revealed that students’ QoE in any situation was mainly determined by motivational factors (intrinsic and extrinsic) and moderately influenced by ease of use during synchronous or quality of content during asynchronous activities. We also found moderate support between technical performance and students’ QoE in both learning environments. However, opposed to existing technology acceptance models that stress the importance of attitude towards use, high school students’ attitude failed to predict their QoE.
The employer potential of MOOCs: A mixed-methods study of human resource professionals’ thinking on MOOCs
Authors: Radford Alexandria Walton , Robles Jessica , Cataylo Stacey , Horn Laura , Thornton Jessica , Whitfield Keith E.
Published: September 2016

While press coverage of MOOCs (massive open online courses) has been considerable and major MOOC providers are beginning to realize that employers may be a market for their courses, research on employers’ receptivity to using MOOCs is scarce. To help fill this gap, the Finding and Developing Talent study surveyed 103 employers and interviewed a subset of 20 about their awareness of MOOCs and their receptivity to using MOOCs in recruiting, hiring, and professional development. Results showed that though awareness of MOOCs was relatively low (31% of the surveyed employers had heard of MOOCs), once they understood what they were, the employers perceived MOOCs positively in hiring decisions, viewing them mainly as indicating employees’ personal attributes like motivation and a desire to learn. A majority of employers (59%) were also receptive to using MOOCs for recruiting purposes—especially for staff with technical skills in high demand. Yet an even higher percentage (83%) were using, considering using, or could see their organization using MOOCs for professional development. Interviews with employers suggested that obtaining evidence about the quality of MOOCs, including the long-term learning and work performance gains that employees accrue from taking them, would increase employers’ use of MOOCs not just in professional development but also in recruiting and hiring.
A social network perspective on peer supported learning in MOOCs for educators
Authors: Kellogg Shaun , Booth Sherry , Oliver Kevin
Published: September 2016

A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits from traditional and new media, have raised a number of concerns about MOOCs, including the lack of instructional and social supports. It is an assumption of this study that challenges arising form this problem of scale can be addressed by leveraging these massive numbers to develop robust online learning communities. This mixed-methods case study addresses critical gaps in the literature and issues of peer support in MOOCs through an examination of the characteristics, mechanisms, and outcomes of peer networks. Findings from this study demonstrate that even with technology as basic as a discussion forum, MOOCs can be leveraged to foster these networks and facilitate peer-supported learning. Although this study was limited to two unique cases along the wide spectrum of MOOCs, the methods applied provide other researchers with an approach for better understanding the dynamic process of peer supported learning in MOOCs.
A comparison of learner intent and behaviour in live and archived MOOCs
Authors: Campbell Jennifer , Gibbs Alison L , Najafi Hedieh , Severinski Cody
Published: September 2016

The advent of massive open online courses (MOOCs) has created opportunities for learning that are clearly in high demand, but the direction in which MOOCs should evolve to best meet the interests and needs of learners is less apparent. Motivated by our interest in whether there are potential and purpose for archived MOOCs to be used as learning resources beyond and between instructor-led live-sessions, we examined the use of a statistics MOOC and a computer science MOOC, both of which were made available as archived-courses after a live-session and for which enrolment continued to grow while archived. Using data collected from surveys of learner demographics and intent, the course database of major learner activity, and the detailed clickstream of all learner actions, we compared the demographics, intent, and behaviour of live- and archived-learners. We found that archived-learners were interested in the live-MOOC and that their patterns of use of course materials, such as the number and sequence of videos they watched, the number of assessments they completed, their demonstration of self-regulatory behaviour, and their rate of participation in the discussion forums, were similar to the live-learners. In addition, we found evidence of learners drawing on an archived-MOOC for use as reference material. Anticipated areas of impact of this work include implications for the future development of MOOCs as resources for self-study and professional development, and in support of learner success in other courses.
Making ‘MOOCs’: The construction of a new digital higher education within news media discourse
Authors: Bulfin Scott , Pangrazio Luciana , Selwyn Neil
Published: September 2016

One notable ‘disruptive’ impact of massive open online courses (MOOCs) has been an increased public discussion of online education. While much debate over the potential and challenges of MOOCs has taken place online confined largely to niche communities of practitioners and advocates, the rise of corporate ‘xMOOC’ ventures such as Coursera, edX and Udacity has prompted popular mass media interest at levels not seen with previous educational innovations. This article addresses this important societal outcome of the recent emergence of MOOCs as an educational form by examining the popular discursive construction of MOOCs over the past 24 months within mainstream news media sources in United States, Australia and the UK. In particular, we provide a critical account of what has been an important phase in the history of educational technology—detailing a period when popular discussion of MOOCs has far outweighed actual use/participation. We argue that a critical analysis of MOOC discourse throughout the past two years highlights broader societal struggles over education and digital technology—capturing a significant moment before these debates subside with the anticipated normalization and assimilation of MOOCs into educational practice. This analysis also sheds light on the influences underpinning how many people perceive MOOCs thereby leading to a better understanding of acceptance/adoption and rejection/resistance amongst various professional and popular publics.
The search for meaningful e-learning at Canadian universities: A multi-institutional research study
Authors: Salyers Vincent , Carter Lorraine , Carter Alanna , Myers Sue , Barrett Penelope
Published: September 2016

While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n= 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.
An investigation of faculty perspectives on barriers, incentives, and benefits of the OER movement in Turkey
Authors: Kursun Engin , Cagiltay Kursat , Can Gulfidan
Published: September 2016

The purpose of this survey study is to investigate faculty’s perceptions of the main incentives, barriers, and benefits to publishing their course materials for free within the open educational resources (OER) movement. Data were collected from an online survey of 1,637 faculty from 56 universities in Turkey. Results showed that even though the majority of the participants’ perceptions of OER benefits and their attitudes toward publishing their course materials were positive, legal issues were perceived as an obstacle to effective application. Intellectual property protection mechanisms were perceived as the most important incentive to facilitate their contribution.
Adoption of the mobile campus in a cyber university
Authors: Han Insook , Han Seungyeon
Published: September 2016

The advantages of mobile technologies have not been lost on higher education institutions, and they have tried to provide educational services through the use of mobile learning management system (LMS). However, offering such services does not necessarily mean that the students will adopt the new technology. Thus, the purpose of this study was to examine what factors facilitate and hinder the students’ adoption of the mobile campus. The study was based on the diffusion of innovation model and compared the perceptions of mobile LMS users and nonusers. Eighty-five students in a cyber university responded to the survey, and the results revealed that even though nonusers perceived the advantages of using mobile LMS, they did not adopt the system because of its complexity and resistance. A discussion and the implications for further development of mobile LMS followed.
Developing open education literacies with practicing K-12 teachers
Authors: Kimmons Royce M
Published: September 2016

This study seeks to understand how to use formal learning activities to effectively support the development of open education literacies among K-12 teachers. Considering pre- and post-surveys from K-12 teachers (n = 80) who participated in a three-day institute, this study considers whether participants entered institutes with false confidence or misconceptions related to open education, whether participant knowledge grew as a result of participation, whether takeaways matched expectations, whether time teaching (i.e., teacher veterancy) impacted participant data, and what specific evaluation items influenced participants’ overall evaluations of the institutes. Results indicated that 1) participants entered the institutes with misconceptions or false confidence in several areas (e.g., copyright, fair use), 2) the institute was effective for helping to improve participant knowledge in open education areas, 3) takeaways did not match expectations, 4) time teaching did not influence participant evaluations, expectations, or knowledge, and 5) three specific evaluation items significantly influenced overall evaluations of the institute: learning activities, instructor, and website / online resources. Researchers conclude that this type of approach is valuable for improving K-12 teacher open education literacies, that various misconceptions must be overcome to support large-scale development of open education literacies in K-12, and that open education advocates should recognize that all teachers, irrespective of time teaching, want to innovate, utilize open resources, and share in an open manner.
The pixelated professor: Faculty in immersive virtual worlds
Authors: Blackmon Stephanie
Published: September 2016

Online environments, particularly virtual worlds, can sometimes complicate issues of self expression. For example, the faculty member who loves punk rock has an opportunity, through hairstyle and attire choices in the virtual world, to share that part of herself with students. However, deciding to share that part of the self can depend on a number of factors: departmental guidelines, ideas of professionalism, privacy concerns, or the need for separation between the in-class self and the out-of-class self. In my study on faculty in virtual worlds, I examined faculty members’ perspectives on recreating and being themselves in immersive virtual environments.
From the classroom to the keyboard: How seven teachers created their online teacher identities
Authors: Richardson Jennifer C , Alsup Janet
Published: September 2016

Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12 arena, with a great deal of theoretical and philosophical scholarship about teaching at the college level, yet little research to date has looked at how instructors at the college level, especially those who are teaching online, develop their online instructor identity. The purpose of this interview-based, qualitative study is to understand the experience of first time online instructors and how they develop their online teacher identity and utilizes the framework established by Beijaard, Meijer and Verloop (2004) as the lens for analyses. Recommendations are made for cultivating online teacher identity and the many aspects of it as a means to strengthen online teacher identity to not only provide effective and innovative teaching experiences but also for the sake of retention.
How do students want to learn in online distance education? Profiling student preferences
Authors: Koper Rob
Published: September 2016

How do (potential) students differ in their preferences for the organization of online and distance courses and programs, can these differences be grouped into preference profiles, and are there any associations between these profiles and variables, such as achievement and dropout, that are relevant for the promotion and design of online and distance teaching?

In this study, three groups (enrolled students, N=1939; prospective students, N=296, people in the target group of the course or program, N=255) completed a survey consisting of 28 items with which to identify their preferences. Various significant differences in preferences between the groups were found in the item scores. Exploratory factor analysis resulted in five meaningful factors that were used to create 32 preference profiles that are identified by the dichotomized scores on the factors. In this way, the profiles conserve their dimensional relationship instead of presenting profiles as distinct types. The factors in which student preferences differ are: collaboration (group work versus self-study), pacing (fixed time schedule versus flexibility in time and tempo), the degree to which the study has a practical orientation, the degree of proactive (versus reactive) teaching and a preference for indepth learning versus superficial learning.

Significant associations have been found between preference profiles and the discipline in which the student group studies, the type of program (e.g., bachelor, master), and the number of study points obtained in the last year per discipline. The results indicate that the enrolled students are more aligned to the characteristics of the teaching-learning process than the other two groups.