bluuebunny/crossref_metadata_2025 huggingface dataset:
Preconditions for post-employment learning: Preliminary results from ongoing research
Authors: Salter Linda
Published: November 2016

This article describes the first phase of a two-phase, mixed-method study. The study, now in progress, explores how and to what extent willingness to engage in learning in mature adulthood is influenced by prior experiences and specific individual personality variables, such as perceived locus of control and degree of self-efficacy. Study participants in this phase are 20 active adults over the age of 50 who participate in various formal and informal programs at a YMCA in a suburb of Seattle, Washington. Preliminary results thus far are discussed with respect to how they may inform educators of mature adults in open education settings. A profile of the characteristics of mature adults likely to be engaged in learning activities is beginning to emerge. A larger sample of participants taken from the same population is now being studied to confirm or refute the value of this profile.
Validation of competencies in e-portfolios: A qualitative analysis
Authors: Zawacki-Richter Olaf , Baecker Eva Maria , Hanft Anke
Published: November 2016

This paper uses the example of an Internet-based advanced studies course to show how the portfolio method, as a competence-based form of examination, can be integrated in a blended learning design. Within the framework of a qualitative analysis of project portfolios, we examined which competencies are documented and how students reflected on their competence development process using portfolios.
Online videoconferencing products: Update
Authors: Burton Douglas , Kitchen Tim
Published: November 2016

Software allowing real-time online video connectivity is rapidly evolving. The ability to connect students, staff, and guest speakers instantaneously carries great benefits for the online distance education classroom. This evaluation report compares four software applications at opposite ends of the cost spectrum: DimDim, Elluminate VCS, TokBox, and Vyew. Their benefits and shortcomings are contrasted, and efficient educational scenarios for them are suggested.
Universal instructional design principles for mobile learning
Authors: Elias Tanya
Published: November 2016

The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.
Beginning course surveys: Bridges to knowing and bridges to being
Authors: Starr-Glass David
Published: November 2016

The use of a participant survey, administered at the outset of an online course, can provide information useful in the management of the learning environment and in its subsequent redesign. Such information can clarify participants’ prior experience, expectations, and demographics. But the very act of enquiring about the learner also signals the instructor’s social presence, relational interest, and desire to enter into an authentic dialogue. This study examines the use of participant surveys in online management courses. The first section discusses the informational bridges that this instrument provides. The second section considers survey responses to open-ended questions dealing with student sentiments. This analysis suggests that the survey plays a valuable part in accentuating social presence and in initiating relational bridges with participants.
Liminality and disinhibition in online language learning
Authors: Cunningham Una Mary
Published: November 2016

The aim of this paper is to bring theoretical concepts from other areas of scholarly research to bear on synchronous online education in a cross-disciplinary effort to shed light on what is going on by introducing systems of thought from other areas. The liminality and associated communitas which are found in synchronous online learning environments are examined for their possible consequences for learning in general and language learning in particular. Like computer-mediated communication, liminality has been associated with disinhibitory effects. Lack of excessive inhibition has been shown to have positive effects on second language production. The position of the online learner as “neither here nor there” or perhaps simultaneously both here and there is investigated and discussed.

 
Shifting the emphasis from teaching to learning: Process-based assessment in nurse education
Authors: Bergström Peter
Published: November 2016

Shifting from an emphasis on teaching to learning is a complex task for both teachers and students. This paper reports on a qualitative study of teachers in a nurse specialist education programme meeting this shift in a distance education course. The study aimed to gain a better understanding of the teacher-student relationship by addressing research questions in relation to the students’ role, the learning process, and the assessment process. A didactical design comprising three phases focusing on distinct learning outcomes for the course was adopted. Data were collected through in-depth interviews with teachers and were analysed using inductive thematic analysis. The results indicate a shift towards a problematising and holistic approach to teaching, learning, and assessment. This shift highlighted a teacher-student relationship with a shared responsibility in the orchestration of the learning experience. The overall picture outlines a distance education experience of process-based assessment characterised by the imposition of teachers’ rules and a lack of creativity due to the limited role of ICT merely as a container of content.
Applying the community of inquiry framework to an online professional practice doctoral program
Authors: Kumar Swapna , Dawson Kara , Black Erik W , Cavanaugh Catherine , Sessums Christopher D
Published: November 2016

The community of inquiry (CoI) framework has commonly been used to study teaching and learning in online courses (Garrison, Anderson, & Archer 2000). This paper describes the implementation of the CoI framework in a cohort-based online EdD program, where teaching presence and cognitive presence were easier to foster than social presence. Based on the results of an initial evaluation, suggestions are made to expand the components of the CoI framework when using it at a program level. Lessons learned from the implementation are also shared to assist others wishing to apply the CoI framework to online graduate programs.
Increased technology provision and learning: Giving more for nothing?
Authors: Quillerou Emmanuelle
Published: November 2016

The development of new communication technologies has led to a push for greater technology use for teaching and learning. This is most true for distance learning education, which relies heavily on new technologies. Distance learning students, however, seem to have very limited time available for studying and learning because of work and/or family commitments. This paper focuses on the actual use by distance learning students of different teaching and learning resources and their associated teaching technologies (learning tools). The organisation of one module has been conceptualised as a toolbox, encompassing all the learning tools provided to students. This toolbox also explicitly includes an embedded priority system for the examination of available learning resources, conceptualised as a traffic-light toolbox in this paper. Results from a survey on the resources actually used by students show that students are indeed time-constrained. Students consequently follow the priority system embedded into the module and do not use non-examinable resources much. This paper concludes that students’ specific needs or situations need to be considered for the design of an effective learning toolbox, as opposed to just providing a bundle of learning tools that may be effective on their own.
Using mLearning and MOOCs to understand chaos, emergence, and complexity in education
Authors: De Waard Inge , Abajian Sean , Gallagher Michael Sean , Hogue Rebecca , Keskin Nilgün , Koutropoulos Apostolos , Rodriguez Osvaldo C.
Published: November 2016

In this paper, we look at how the massive open online course (MOOC) format developed by connectivist researchers and enthusiasts can help analyze the complexity, emergence, and chaos at work in the field of education today. We do this through the prism of a MobiMOOC, a six-week course focusing on mLearning that ran from April to May 2011. MobiMOOC embraced the core MOOC components of self-organization, connectedness, openness, complexity, and the resulting chaos, and, as such, serves as an interesting paradigm for new educational orders that are currently emerging in the field. We discuss the nature of participation in MobiMOOC, the use of mobile technology and social media, and how these factors contributed to a chaotic learning environment with emerging phenomena. These emerging phenomena resulted in a transformative educational paradigm.
Toward a CoI population parameter: The impact of unit (sentence vs. message) on the results of quantitative content analysis
Authors: Gorsky Paul , Caspi Avner , Blau Ina , Vine Yodfat , Billet Amit
Published: November 2016

The goal of this study is to further corroborate a hypothesized population parameter for the frequencies of social presence versus the sum of teaching presence and cognitive presence as defined by the community of inquiry model in higher education asynchronous course forums. This parameter has been found across five variables: academic institution (distance university vs. campus-based college), academic discipline (exact sciences vs. humanities), academic level (graduate vs. undergraduate), course level (introduction vs. regular vs. advanced), and course size (small vs. medium vs. large), that is, the number of students enrolled. To date, the quantitative content analyses have been carried out using the syntactic unit of message. In an attempt to further establish the parameter’s goodness-of-fit, it is now tested across two different syntactic units, message versus sentence. To do so, the same three-week segments from 15 Open University undergraduate course forums (10 from humanities and five from exact sciences) were analyzed twice—once by the unit message and once by the unit sentence. We found that the hypothesized parameter remained viable when the unit of analysis is the sentence. We also found that the choice of syntactic unit is indeed a critical factor that determines the “content” of the transcript and its inferred meaning.
Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning
Authors: Blaschke Lisa Marie
Published: November 2016

Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.
An investigation of communication in virtual high schools
Authors: Belair Marley
Published: November 2016

Virtual schooling is an increasing trend for secondary education. Research of the communication practices in virtual schools has provided a myriad of suggestions for virtual school policies. The purpose of this qualitative study was to investigate the activities and processes involved in the daily rituals of virtual school teachers and learners with the goal of determining how regular phone calls by teachers contributed to the work habits of students. Eight virtual teachers were observed attempting to contact more than 60 struggling learners. Phone conversations with 12 of these learners showed that teachers repeatedly attempted to help them. Eleven students were interviewed and indicated preferences for written communications. Ten additional teachers who were interviewed emphasized the difficulty they had in reaching students by phone and the lack of student responses to phone-call attempts. The teachers in the study provided additional data regarding their regular communication patterns. Archival records from more than 100 contact attempts showed that approximately 20% of the students responded to teacher phone calls and less than half of these students completed the work requested. The interview data revealed that teachers believe written communications or multiple forms of communication may be more effective than regular phone calls. Future research should extend current research by expanding on sample size and investigating alternate methods of communication. Further investigation of learner responses to phone calls and of nonresponsive students could add to this data.

 

 

 

 
The relationship between flexible and self-regulated learning in open and distance universities
Authors: Bergamin Per Bernard , Ziska Simone , Werlen Egon , Siegenthaler Eva
Published: November 2016

Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one’s learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility.
Building an inclusive definition of e-learning: An approach to the conceptual framework
Authors: Sangrà Albert , Vlachopoulos Dimitrios , Cabrera Nati
Published: November 2016

E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests.

An international project, based on the participation of experts around the world, was undertaken to agree on a definition of e-learning. To this end, two main research activities were carried out. First, an extensive review was conducted of the literature on the concept of e-learning, drawing from peer-reviewed journals, specialised web pages, and books. Second, a Delphi survey was sent out to gather the opinions of recognised experts in the field of education and technology regarding the concept of e-learning with a view to reaching a final consensus.

This paper presents the outcomes of the project, which has resulted in an inclusive definition of e-learning subject to a high degree of consensus that will provide a useful conceptual framework to further identify the different models in which e-learning is developed and practiced.
IRRODL Volume 13, Number 2
Authors: Authors Various
Published: November 2016
Motivation levels among traditional and open learning undergraduate students in India
Authors: Singh Shashi , Singh Ajay , Singh Kiran
Published: November 2016

Motivation plays a crucial role in learning. Motivation energizes the behavior of the individual. It also directs the behavior towards specific goals. It helps students acquire knowledge, develop social qualities, increase initiation, persist in activities, improve performance, and develop a sense of discipline. This paper aims to compare the levels of motivation between students in the open education system (OES) and in the traditional education system (TES) in India. The study further investigates the motivation levels of male and female students in the two systems. An Academic Motivation Scale was prepared and administered on the students of TES (n = 200) and OES (n = 151). Results show that there exist significant differences in the level of motivation between the students of TES and OES. The study concludes that it is the presence or absence of extrinsic motivation which is predominantly responsible for this difference.
Examining interactivity in synchronous virtual classrooms
Authors: Martin Florence , Parker Michele A , Deale Deborah F
Published: November 2016

Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo’s (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students’ ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor’s teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.
Identification of conflicting questions in the PARES system
Authors: Tsinakos Avgoustos , Kazanidis Ioannis
Published: November 2016

Student testing and knowledge assessment is a significant aspect of the learning process. In a number of cases, it is expedient not to present the exact same test to all learners all the time (Pritchett, 1999). This may be desired so that cheating in the exam is made harder to carry out or so that the learners can take several practice tests on the same subject as part of the course.

This study presents an e-testing platform, namely PARES, which aims to provide assessment services to academic staff by facilitating the creation and management of question banks and powering the delivery of nondeterministically generated test suites. PARES uses a conflict detection algorithm based on the vector space model to compute the similarity between questions and exclude questions which are deemed to have an unacceptably large similarity from appearing in the same test suite. The conflict detection algorithm and a statistical evaluation of its accuracy are presented. Evaluation results show that PARES succeeds in detecting question types at about 90% and its efficiency can be further increased through continuing education and enrichment of the system’s correlation vocabulary.

 
Teaching time investment: Does online really take more time than face-to-face?
Authors: Van de Vord Rebecca , Pogue Korolyn
Published: November 2016

Enrollments in online programs are growing, increasing demand for online courses. The perception that teaching online takes more time than teaching face-to-face creates concerns related to faculty workload.  To date, the research on teaching time does not provide a clear answer as to the accuracy of this perception. This study was designed to investigate which aspects, if any, are more time consuming for instructors teaching in the online environment.  Time logs were kept by four online instructors (eight classes) and six on-campus instructors (six classes) through six weeks of the 15-week semester. Results indicated that, overall, face-to-face teaching required more time per student, but certain aspects of online teaching take considerably more time per student than in the face-to-face classroom.
Understanding e-learning adoption in Brazil: Major determinants and gender effects
Authors: Okazaki Shintaro , Renda dos Santos Luiz Miguel
Published: November 2016

The objective of this study is to examine factors influencing e-learning adoption and the moderating role of gender. This study extends the technology acceptance model (TAM) by adding attitude and social interaction. The new construct of social interaction is applied to the South American context. Gender effects on e-learning adoption from educators’ perspectives have seldom been explored. The data collection takes place in three major Brazilian universities. In total, 446 faculty members responded to the questionnaire. Our structural equation modeling reveals that ease of use and perceived usefulness are significant antecedents of attitude, which in turn affects intention. However, unlike the original TAM, perceived usefulness is not a direct driver of intention. In terms of moderation, gender affects three relationships: (1) ease of use –› perceived usefulness; (2) perceived usefulness –› attitude, and (3) intention –› actual behavior. The analysis is carried out in a single country; thus, caution should be taken in generalization of the results. The findings will help academics, educators, and policy makers to better understand the mechanism of e-learning adoption in Brazil.

 
Exploring learner to content interaction as a success factor in online courses
Authors: Zimmerman Tekeisha Denise
Published: November 2016

Interaction plays a critical role in the learning process. For online course participants, interaction with the course content (learner-content interaction) is especially important because it can contribute to successful learning outcomes and course completion. This study aims to examine the relationship between learner-content interaction and course grade to determine if this interaction type is a contributing success factor. Data related to student interaction with course content, including time spent reviewing online course materials, such as module PowerPoint presentations and course videos and time spent completing weekly quizzes, were collected for students in three sections of an online course (N = 139). The data were then correlated against grades achieved in the course to determine if there was any relationship. Findings indicate statistically significant relationships between the amount of time the learner spent with the content and weekly quiz grades (r = .-72).  The study concludes that learners who spent more time interacting with course content achieve higher grades than those who spent less time with the content.
Instructor-aided asynchronous question answering system for online education and distance learning
Authors: Wen Dunwei , Cuzzola John , Brown Lorna , Kinshuk Dr.
Published: November 2016

Question answering systems have frequently been explored for educational use. However, their value was somewhat limited due to the quality of the answers returned to the student. Recent question answering (QA) research has started to incorporate deep natural language processing (NLP) in order to improve these answers. However, current NLP technology involves intensive computing and thus it is hard to meet the real-time demand of traditional search. This paper introduces a question answering (QA) system particularly suited for delayed-answered questions that are typical in certain asynchronous online and distance learning settings. We exploit the communication delay between student and instructor and propose a solution that integrates into an organization’s existing learning management system. We present how our system fits into an online and distance learning situation and how it can better assist supporting students. The prototype system and its running results show the perspective and potential of this research.
Employability in online higher education: A case study
Authors: Silva Ana Paula , Lourtie Pedro , Aires Luisa
Published: November 2016

Over the past 15 years, learning in distance education universities has become more interactive, flexible, collaborative, and participative. Nevertheless, some accounts have highlighted the importance of developing more instrumental and standardized educational practices to answer the challenges of employability. In fact, the choice of skills that are important to learning communities and the labour market has been the subject of controversy because it involves heterogeneous motives among different groups.

This paper compares the perceptions of employability skills in a sample of teachers from the Universidade Aberta and a sample of students who attend a local learning centre at this University. The research focused on the following dimensions: a) the most important employability skills, and b) the employability skills to be developed in online undergraduate degrees. To collect the required data, a questionnaire was prepared and applied to students and teachers, taking the theoretical model of Knight and Yorke (2006) as its main reference. In spite of the specificity of each group, the results revealed some similarities between students and teachers with regard to employability. The conclusions also highlighted the need to promote research on this matter in online education.
A multimedia approach to ODL for agricultural training in Cambodia
Authors: Grunfeld Helena , Ng Maria Lee Hoon
Published: November 2016

Open distance learning (ODL) has long been an important option for formal and non-formal education (NFE) in most developed and developing countries, but less so in post-conflict countries, including Cambodia. However, in Cambodia there is now greater awareness that ODL can complement traditional face-to-face educational approaches, particularly as there is a shortage of teachers in the country. Thus, understanding how ODL can achieve learning and other objectives has important implications for both formal education and NFE. If it can be found to be effective, ODL has the potential of reaching a large number of people at comparatively lower average costs. This paper reports on a project where the same content was taught to farmers in Cambodia via traditional face-to-face and via ODL and compares outcomes between the different training methods. Exploring the extent to which farmers had adopted new farm practices taught in the course, our results indicate that the outcomes did not vary considerably between those trained using the different approaches.
On-the-job e-learning: Workers' attitudes and perceptions
Authors: Batalla-Busquets Josep-Maria , Pacheco-Bernal Carmen
Published: November 2016

The use of e-learning for on-the-job training has grown exponentially in the last decade due to it being accepted by people in charge of businesses. Few papers have explored virtual training from the workers’ standpoint, that is, the perception they have about the different training methodologies (face-to-face vs. virtual) and the attitudes they have towards on-the-job learning. Training, in this context, is an investment for both the two participating agents: businesses and workers. It seems logical that knowing the perceptions and attitudes shown by the targets of the training is, at least, as important as knowing the advantages for the companies.

To analyse workers’ perceptions and attitudes we conducted an online survey of 2,000 employees of the leading European savings bank, CaixaBank (http://www.caixabank.com/index_en.html), on training habits, perceptions, motivations, and disincentives of undertaking face-to-face or online instruction.

The results reveal that workers perceive e-learning as a more flexible and up-to-date training methodology. On the other hand, face-to-face training continues to be perceived as a more motivating methodology compared to virtuality and with better explanations from the course trainers. As regards motivations given by the workers when it comes to training, there are three main groups of attitudes: those which are more affective and social, those which reveal poor adaptability or fear of the new training requirements, and, finally, those linked to the knowledge society.

Such results state that while the benefits of distance methodology can be clearly identified from the company’s point of view (i.e., as a flexible and efficient methodology to develop the employees’ skills and knowledge), from the employees’ standpoint, the advantages of virtual training are not so clear and depend to a great extent on their attitude towards the use of virtuality.
Open education resources and mobile technology to narrow the learning divide
Authors: Ally Mohamed , Samaka Mohammed
Published: November 2016

As the world becomes more digitized, there will be an increasing need to make available learning resources in electronic format for access by information and communication technologies. The question education will face is whether these learning resources will be available for learners to access at no cost or affordable cost so that there will be equity in access by anyone regardless of location, status, or background. With initiatives such as the Millennium Development Goals and Education For All by the United Nations (United Nations, 2011) learning materials must be available as open education resources to achieve the goals. Currently, most learning materials are available at a cost for people to purchase to learn, or they have to travel to a specific location (school or library) to access learning materials. In some parts of the world, especially in developing countries, these costs are prohibitive, preventing learners from achieving a basic level of education so that they can be productive in society and improve their quality of life (Bhavnani et al., 2008). Some would say that people in remote locations and developing countries do not have computers to access learning materials. It is true that many  do not have desktop or laptop computers to access learning materials, but they have mobile devices and are now obtaining tablets with wireless capability to allow them to access learning materials from anywhere and at any time. These countries are bypassing the wired desktop stage and moving directly to wireless mobile technology (Bhavnani et al., 2008). Storing open education resources (OER) in electronic repositories will allow learners to access the resources using mobile technology. With mobile technologies, learners can complete coursework and assessments from anywhere and send their work to their tutors electronically and receive feedback (GSMA, 2011).
Mobile authoring of open educational resources as reusable learning objects
Authors: Kinshuk Dr , Jesse Ryan
Published: November 2016

E-learning technologies have allowed authoring and playback of standardized reusable learning objects (RLO) for several years. Effective mobile learning requires similar functionality at both design time and runtime. Mobile devices can play RLO using applications like SMILE, mobile access to a learning management system (LMS), or other systems which deploy content to mobile learners (Castillo & Ayala, 2008; Chu, Hwang, & Tseng, 2010; Hsu & Chen, 2010; Nakabayashi, 2009; Zualkernan, Nikkhah, & Al-Sabah, 2009). However, implementations which author content in a mobile context do not typically permit reuse across multiple contexts due to a lack of standardization. Standards based (IMS and SCORM) authoring implementations exist for non-mobile platforms (Gonzalez-Barbone & Anido-Rifon, 2008; Griffiths, Beauvoir, Liber, & Barrett-Baxendale, 2009; Téllez, 2010; Yang, Chiu, Tsai, & Wu, 2004). However, this paradigm precludes capturing learning where and when it occurs. Consequently, RLO authored for e-learning lack learner generated content, especially with timely, relevant, and location aware examples.
Rethinking OER and their use: Open education as Bildung
Authors: Deimann Markus , Farrow Robert
Published: November 2016

Despite the recent increases of interest in open education, notably in massive open online courses (MOOCs) (Fini, 2009), it has been continuously asserted that this form of social knowledge production lacks a philosophical or theoretical foundation (Vandenberg, 1975). Similar accusations have been made with respect to distance education, such as being slow to engage with critical debates in theory and research (Evans & Nation, 1992). In a similar vein, Danaher, Wyer, and Bartlett (1998) claim that researchers in open and distance learning tend to draw on too narrow a range of theoretical resources in their research. Given the considerable rise of open education over recent years, these critical appraisals urge us to expand theoretical approaches and refine our understanding of evolving pedagogical and technological relations (cf. Bell, 2011). In this paper, we contribute to debates surrounding open education and open educational resources by introducing the concept of Bildung (self-cultivation, self-realization) as a powerful reflective tool and framework for approaching open education. We will elaborate on the potentials of Bildung by reviewing the history of the concept and exploring the extent to which Bildung can provide open education with a theoretical framework. Our focus is not exclusively on open educational resources (OER): We follow other commentators (Mackey & Jacobson, 2011, p. 62; cf. Weller, 2011) who argue that ‘openness’ in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content.

We also argue that the beliefs and values associated with Bildung – including autonomy, critical reflection, inclusivity, and embracing the potential for self-development – are suitable for providing a theoretical framework for open education as well as providing a critical lens through which to assess contemporary models of education (e.g., Liessmann, 2006).
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Addressing the needs of diverse distributed students
Authors: Shimoni Rena , Barrington Gail , Wilde Russ , Henwood Scott
Published: November 2016

Two interrelated studies were undertaken to assist Alberta post-secondary institutions with meeting challenges associated with providing services to diverse distributed students that are of similar quality to services provided to traditional classroom students. The first study identified and assessed best practices in distributed learning; the second refined the focus to students who were identified as members of diverse sub-groups. Research activities for the studies included: a comprehensive literature review of best practice in distributed service delivery; an online survey for students enrolled in distributed learning through eight colleges and technical institutes; staff and student focus groups; and interviews with students, front-line staff, senior post-secondary administrators, and representatives from provincial government and community organizations. Findings highlight impressions and experiences in relation to best practice criteria for service delivery in distributed learning, along with “best practices behind the best practices” that facilitate the adoption and improvement of distributed service delivery.
Promoting teachers' learning and knowledge building in a socio-technical system
Authors: Tammets Kairit , Pata Kai , Laanpere Mart
Published: November 2016

The study proposes a way in which the learning and knowledge building (LKB) framework, which is consistent with the knowledge conversion phases proposed by Nonaka and Takeuchi, supports teachers’ informal and self-directed workplace learning. An LKB framework in a socio-technical system was developed to support professional development in an extended professional community. The LKB framework was implemented and formatively evaluated in the in-service course that prepares teachers for accreditation in an e-portfolio community. The extended community consisted of 16 participants, in-service teachers and domain experts. The evaluation considered (a) how the LKB practices of the framework became actualized among the community members and (b) what supported these LKB practices. Data were collected from log-files of the portfolio system. Correlation analysis and Bayesian dependency modelling revealed the way in which the bottom-up peer scaffolding from community members influences teachers’ LKB practices. As a result, the study proposes that a socio-technical system might promote LKB in a professional community.
Return Volatilities of U.S., U.K. and Australian Stock Markets on the Influence of Brazil Stock Markets
Authors: Tsai Yao-Cheng , Horng Wann-Jyi , Huang Ming-Chi
Published: November 2016

This paper proposes a three variable’s double threshold-GRACH model, and uses this model to discuss U.S., U.K. and Australian stock return volatilities on the influence of the Brazil’s stock market. The empirical result demonstrates that the three variable’s double threshold-GARCH(1, 1) model is indeed appropriate, and also the response to the Brazil stock market has an asymmetrical effect. The empirical result also shows the different influence of the good news and the bad news on the eight kinds of the proposed model. Therefore, the information of U.S., U.K. and Australian stock return volatilities is able to affect the Brazil stock market returns’ volatility.
New Insights into the State Trapping of UV-Excited Thymine
Authors: Stojanovic Ljiljana , Bai Shuming , Nagesh Jayashree , Izmaylov Artur F. , Crespo-Otero Rachel , Lischka Hans , Barbatti Mario
Published: November 2016

After UV excitation, gas phase thymine returns to ground state in 5 to 7 ps, showing multiple time constants. There is no consensus on the assignment of these processes, with a dispute between models claiming that thymine is trapped either in the first (S1) or in the second (S2) excited states. In the present study, nonadiabatic dynamics simulation of thymine is performed on the basis of ADC(2) surfaces, to understand the role of dynamic electron correlation on the deactivation pathways. The results show that trapping in S2 is strongly reduced in comparison to previous simulations considering only non-dynamic electron correlation on CASSCF surfaces. The reason for the difference is traced back to the energetic cost for formation of a CO p bond in S2.
Ensuring financial inclusion through insurance companies and credit unions
Authors: Kozmenko Serhiy , Roienko Victoria
Published: November 2016

The article analyzes modern tendencies and broadening dynamics of insurance companies’ and credit unions’ services in terms of world regions. The correlation analyses for finding lag relation between access broadening to the insurance companies’ and credit unions’ services and financial and economic parameters is held. The distribution-lag models for force and direction interrelation between access level to non-banking financial services and financial and economic regions development are elaborated.
Keywords: financial inclusion, insurance company, credit union, lag, economic growth, regression
State tax policy of insurance companies on different stages of insurance market development
Authors: Boyko Anton , Ostapenko Liudmyla , Markin Oleg
Published: November 2016

Peculiarities of taxation of insurance companies in Ukraine and Europe have been researched. Methodological principles determining the optimal level of tax burden for insurers, depending on the level of national insurance market development have been proposed. The forms of constructive and destructive effects of taxes on insurance companies functioning in the stages of development of the insurance market have been established.
Keywords: insurance companies, tax, tax burden, income tax, optimization, mathematical formalization
The Influence of Fishing Assets and Migration Time to Catch Squid Fisheries on Seasons Variability
Authors: Susiloningtyas Dewi , Boer Mennopatria , Adrianto Luky , Julianto Fredinand
Published: November 2016

This paper was based on primary data from Lombok squid fishermen communities. The presence of fishermanmigrants in fishing activities at salura island is very important for their livelihood. The purpose of this study wasdetermined the catch in different season influenced by the duration time of migration and fishing assets. Fishing assetsdescribed of number of fishing gear, number of boat, and number of engine. Duration time described are length of stayat located of migration and frequency of migration. Data were analyzed by regression statistic analysis. The results is thatfishing assets of fishing gear have influenced to cacth both on east monsoon and west monsoon season. Then lengthof stay at the destination of migration affect the catch too, when the squid are abundant in the east monsoon season.
Urban Risk Assessment of Lahar Flows in Merapi Volcano (Study Case: Muntilan Urban Area, Central Java)
Authors: Sukatja Cosmas Bambang , Sudibyakto Sudibyakto , Voskuil RPGA
Published: November 2016

The objective of the research was to analyse probability of lahar flows occurrence in Muntilan urban area,Central Java. By using integrated methods, which involve the numerical simulation program, Geographic InformationSystem (GIS), Remote Sensing (RS) and field verification to produce lahar flows Hazard Map and Risk Map. Muntilanurban area located at western flank of Merapi volcano, and in down stream of Lamat river. The river is Lahar River thatis endangering from Merapi volcano, which flowing down to cuts a cross of that area. Therefore, Muntilan urban areais vulnerable area from lahar flows disaster. Lahar flows, generally occur during intense rainfall on saturated volcanicdeposit in upper stream of river or wall of volcano. Lahar flows are extremely dangerous especially to those living invalley areas near a volcano, which can undercut banks and cause houses destruction situated on the banks, and canbury and destroy resident, structures, infrastructure facilities including roads and bridges. Meanwhile, development ofMuntilan urban area that caused many illegal settlements appears surrounding that area. Occasionally, un-benefit peopleconstructing house in disaster prone area, such as down stream of river side that have lahar flows risk. The research wasconcluded that lahar flow occurrence in 100 years return period will be buried the Muntilan urban area. With the methodsintegrating of GIS, RS, field verification can be done analysing of lahar flows hazard map, and risks map to producerisk assessment in Muntilan urban area.
Impacts of land cover change on climate trend in Padang Indonesia
Authors: Hermon Dedi
Published: November 2016

ἀe purpose of this study was to analyze the trend of climate change through changes in the elements of Green House Gases (GHGs),   includes the trend of CO2, N2O, and CH4. ἀe change of the  extreme rainfall and temperature  indices due to land cover change into developed area in Padang. IdentiḀcation and analysis trends of climate change and extreme climatic events were analyzed by using RclimDex the Expert Team for Climate Change Detection and Indices (ETCCDMI) technique. Where as the analysis and interpretation of  land cover changes  into developed area used Landsat TM 5 and Landsat 1985 7 ETM +  of 2011 by ERDAS 9.2 GIS with the supervised classiḀcation method and GIS Matrix. ἀe results of the study provide informations of land cover changes into developed area at forest land  (11,758.9 ha), shrub (3,337.3 ha), rice Ḁelds (5,977.1 ha), and garden (5,872.4 ha). It has an implication on increasing of  the ele-ments of GHGs concentration such as CO2 (14,1 ppm), N2O (5,4 ppb) and CH4 (24,8 ppb). ἀis condition lead to an extreme temperature and presipitation indexs trends in Padang.