bluuebunny/crossref_metadata_2025 huggingface dataset:
Pedagogical and Design Aspects of a Blended Learning Course
Authors: Precel Karen , Eshet-Alkalai Yoram , Alberton Yael
Published: November 2016

Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning that was used in a graduate-level course at the Open University of Israel. Fifty-eight of the course’s 91 students participated in the study and completed a questionnaire regarding three major aspects of the course design: (1) pedagogy, (2) textbook format (print vs. digital), and (3) learning environment usability. The results illustrate the importance of completing the pedagogical and visual design of online learning in advance. Also, the course model suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning in general and open universities in particular.
Cognitive, Instructional, and Social Presence as Factors in Learners’ Negotiation of Planned Absences from Online Study
Authors: Conrad Dianne
Published: November 2016

Adult learners value the flexibility and convenience offered to them as online learners, and many learners are required to absent themselves from their online classes during courses in order to accommodate demanding schedules. What factors and tensions contribute to learners’ decision-making at these times? This qualitative study considered the planned absences of learners engaged in an online graduate course at a large university. Working within the framework provided by cognitive, instructional, and social presences, findings showed the following: (1) learners understood and accommodated the relationship and importance of the affective domain to their cognitive successes in learning, (2) successful learners demonstrated insightful self-knowledge in using meta-cognitive strategies, and (3) learners’ external support systems were fundamental to their ability to continue to learn when absences occurred. The study’s findings corroborate other recent research that similarly stresses the complexity and interrelated nature of the adult learning process.
Transparency in Cooperative Online Education
Authors: Dalsgaard Christian , Paulsen Morten Flate
Published: November 2016

The purpose of this article is to discuss the following question: What is the potential of social networking within cooperative online education? Social networking does not necessarily involve communication, dialogue, or collaboration. Instead, the authors argue that transparency is a unique feature of social networking services. Transparency gives students insight into each other’s actions. Cooperative learning seeks to develop virtual learning environments that allow students to have optimal individual freedom within online learning communities. This article demonstrates how cooperative learning can be supported by transparency. To illustrate this with current examples, the article presents NKI Distance Education’s surveys and experiences with cooperative learning. The article discusses by which means social networking and transparency may be utilized within cooperative online education. In conclusion, the article argues that the pedagogical potential of social networking lies within transparency and the ability to create awareness among students.
Journals for Computer-Mediated Learning: Publications of Value for the Online Educator
Authors: Elbeck Matt , Mandernach B. Jean
Published: November 2016

In contrast with traditional academic disciplines, online educators do not have a generally accepted list of scholarly journals, which is in part a result of the multidisciplinary nature of the field, the relative infancy of online learning, and the view of online pedagogy as an instructional modality rather than a discrete academic discipline. The purpose of this study is to determine a comprehensive listing and relative value ranking of scholarly journals whose content informs online educators and motivates scholarship. After defining the scope of investigation to target peer-reviewed, scholarly journals with an explicit focus on computer-mediated learning (e.g., virtual, electronic, distance, distributive, mobile, and blended learning), 46 scholarly journals were identified as advancing the knowledge base in computer-mediated learning. Popularity, importance, prestige, and overall rankings for each journal are presented. The results inform online educators about the range of scholarly journals available and provide insight into the relative value of journals devoted to computer-mediated learning.
Questions of Culture in Distance Learning: A Research Review
Authors: Uzuner Sedef
Published: November 2016

This paper reviews past research that focused on questions of culture in distance learning. Of specific interest are the studies that examined the influence of culture on students’ learning and engagement in asynchronous learning networks (ALNs). The purpose of this review is three-fold: to present the state of knowledge concerning the questions of culture in distance learning, to highlight important methodological issues that past research has left unresolved, and to provide practical insights into teaching culturally and linguistically diverse online communities of learners. For these purposes, 27 studies are examined and the findings are reported under the following categories: What do studies focusing on questions of culture in distance learning tell us? What implications do they suggest for practice and future research? Also, the paper provides methodological insights for researchers who wish to investigate the cultural dimensions of distance learning in future studies.
Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa
Authors: Thakrar Jayshree , Wolfenden Freda , Zinn Denise
Published: November 2016

The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development. The TESSA consortium (13 African institutions and 5 international organisations delivering teacher education across 9 countries) designed and produced a bank of open educational resources (OERs) to guide teachers’ classroom practices in school-based teacher education. Drawing on examples from the TESSA consortium and from the University of Fort Hare, South Africa, the authors categorize the forms of TESSA OER integration as highly structured, loosely structured, or guided use. The paper concludes by outlining success factors for the integration of OERs: accessibility, adequate resources, support for teachers, accommodation of local cultural and institutional practices, and sustainable funding.
Distance Learning and Teacher Education in Botswana: Opportunities and Challenges
Authors: Sikwibele Anne L , Mungoo Judith K
Published: November 2016

This paper reports on a study at Molepolole College of Education (MCE) involving teachers and tutors in the Diploma in Primary Education (DPE) program by distance mode, an in-service program aimed at upgrading academic and professional qualifications of primary school teachers in Botswana. The study sought to understand the level of access and the challenges faced by teachers and tutors. Data was collected through in-depth interviews, survey, and document analysis. Findings showed that teachers should be enrolled in the program at a younger age, and issues that lead to delays in completion must be addressed. The paper recommends that the Ministry of Education (MOE) hire full-time tutors to support teachers at their bases, provide resources for practical subjects, organize workshops to familiarize tutors with appropriate strategies for adult learners, increase the duration of residential sessions, explore the use of alternative instructional technologies, and institute regular customer evaluations.
An Evaluative Study of a Distance Teacher Education Program in a University in Ghana
Authors: Sampong Kwasi Addo
Published: November 2016

The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. Performance data was obtained by administering two survey instruments to a random sample of students and faculty/administrators. Discrepancies between performance and standards were reported. The study concluded that although there were some discrepancies between program standards and performance the program is fulfilling its purpose of upgrading the professional and academic performance of a large number of teachers in the public K-8 schools in Ghana.
Peer-To-Peer Recognition of Learning in Open Education
Authors: Schmidt Jan Philipp , Geith Christine , Håklev Stian , Thierstein Joel
Published: November 2016

Recognition in education is the acknowledgment of learning achievements. Accreditation is certification of such recognition by an institution, an organization, a government, a community, etc. There are a number of assessment methods by which learning can be evaluated (exam, practicum, etc.) for the purpose of recognition and accreditation, and there are a number of different purposes for the accreditation itself (i.e., job, social recognition, membership in a group, etc). As our world moves from an industrial to a knowledge society, new skills are needed. Social web technologies offer opportunities for learning, which build these skills and allow new ways to assess them.

This paper makes the case for a peer-based method of assessment and recognition as a feasible option for accreditation purposes. The peer-based method would leverage online communities and tools, for example digital portfolios, digital trails, and aggregations of individual opinions and ratings into a reliable assessment of quality. Recognition by peers can have a similar function as formal accreditation, and pathways to turn peer recognition into formal credits are outlined. The authors conclude by presenting an open education assessment and accreditation scenario, which draws upon the attributes of open source software communities: trust, relevance, scalability, and transparency.
Open Educational Resources: New Possibilities for Change and Sustainability
Authors: Friesen Norm
Published: November 2016

In an attempt to understand the potential of OER for change and sustainability, this paper presents the results of an informal survey of active and inactive collections of online educational resources, emphasizing data related to collection longevity and the project attributes associated with it. Through an analysis of the results of this survey, in combination with other surveys of OER stakeholders and projects, the paper comes to an initial conclusion: Despite differences in priorities and emphasis, OER initiatives are in danger of running aground of the same sustainability challenges that have claimed numerous learning object collection or repository projects in the past. OER projects suffer from the same incompatibilities with existing institutional cultures and priorities that have dogged learning object initiatives, and they face the concomitant challenge of gaining access to the operational funding support that experience shows is necessary for their survival. However, through a review of one of the most successful of OER projects to date, the MIT Open Courseware Initiative, the paper ends by augmenting this significant caveat with a second, more hopeful conclusion: OER projects, unlike learning object initiatives, can accrue tangible benefits to educational institutions, such as student recruitment and marketing. Highlighting these benefits, it is argued, provides an opportunity to link OER initiatives to core institutional priorities. In addition to providing a possible route to financial sustainability, this characteristic of OER may help to foster the significant changes in practice and culture long sought by promoters of both learning objects and OERs.
Incentives and Disincentives for the Use of OpenCourseWare
Authors: Arendt Anne M. , Shelton Brett E.
Published: November 2016

This article examines Utah residents’ views of incentives and disincentives for the use of OpenCourseWare (OCW), and how they fit into the theoretical framework of perceived innovation attributes established by Rogers (1983). Rogers identified five categories of perceived innovation attributes: relative advantage, compatibility, complexity, trialability, and observability. A survey instrument was developed using attributes that emerged from a Delphi technique with input from experts in the OCW field. The survey instrument was sent to 753 random individuals between 18 and 64 years of age throughout Utah.

Results indicated that the greatest incentives for OCW use were the following: (a) no cost for materials, (b) resources available at any time, (c) pursuing in depth a topic that interests me, (d) learning for personal knowledge or enjoyment, and (e) materials in an OCW are fairly easy to access and find. The greatest disincentives for OCW use were the following: a) no certificate or degree awarded, (b) does not cover my topic of interest in the depth I desire, (c) a lack of professional support provided by subject tutors or experts, (d) a lack of guidance provided by support specialists, and (e) the feeling that the material is overwhelming. The authors recommend that institutions work to transition some OCW users into degree-granting paid programs as well as adopt a marketing campaign to increase awareness of OCW. Additionally, OCW websites should make their content available to recommendation engines such as ccLearn DiscoverEd, OCW Finder, or OER Recommender and should reciprocally link to one or more of these sites.
Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education
Authors: Wiley David , Hilton III John
Published: November 2016

Openness is a fundamental value underlying significant changes in society and is a prerequisite to changes institutions of higher education need to make in order to remain relevant to the society in which they exist. There are a number of ways institutions can be more open, including programs of open sharing of educational materials. Individual faculty can also choose to be more open without waiting for institutional programs. Increasing degrees of openness in society coupled with innovations in business strategy like dynamic specialization are enabling radical experiments in higher education and exerting increasing competitive pressure on conventional higher education institutions. No single response to the changes in the supersystem of higher education can successfully address every institution’s situation. However, every institution must begin addressing openness as a core organizational value if it desires to both remain relevant to its learners and to contribute to the positive advancement of the field of higher education.
Review of distance education research (2000 to 2008): Analysis of research areas, methods, and authorship patterns
Authors: Zawacki-Richter Olaf , Baecker Eva Maria , Vogt Sebastian
Published: November 2016

This paper presents a review of distance education literature to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. The articles (N = 695) published in five prominent distance education journals between 2000 and 2008 were reviewed for this study. The conclusion is that distance education research is strongly dominated by issues related to instructional design and individual learning processes; whereas, other important areas (e.g., innovation and change management or intercultural aspects of distance learning) are dreadfully neglected. There is a significant trend towards collaborative research and more qualitative studies. Over 80% of all articles originate from only five countries.
Social networking with Web 2.0: A comparative study of on-campus and online students
Authors: Frey Barabara
Published: November 2016

In this presentation Barbara Frey and Lorna Kearns summarize a study of back channel communication that took place at the University of Pittsburgh among on-campus and online learners enrolled in the Master of Library and Information Science (MLIS) program in summer 2008. They define “back channel communication” as the communication in which students engage outside of the structured course activities and discussions. It includes telephone conversations, social networking, email, RSS readers, calendaring, and instant/text messaging. In particular, they compare the use of social technologies and communication strategies between the on-campus and online students and discuss how usage varies according to age. Situating the presentation within the context of social learning, they will discuss how this communication enhances student learning and satisfaction with their program.
Profiles in self-regulated learning in the online learning environment
Authors: Barnard-Brak Lucy , Paton Valerie Osland , Lan William Yun
Published: November 2016

Individuals who are self-regulated in their learning appear to achieve more positive academic outcomes than individuals who do not exhibit self-regulated learning behaviors. We suggest that distinct profiles of self-regulated learning behaviors exist across learners. In turn, these profiles appear to be associated with significantly different academic outcomes. The purpose of the current study was to examine whether profiles for self-regulated learning skills and strategies exist among learners. To achieve this purpose, we conducted two studies using two different samples. We administered the Online Self-Regulated Learning Questionnaire (OLSQ), a 24-item scale with a 5-point Likert-type response format, to students enrolled in online degree programs at a large, public university located in the Southwestern United States. The OSLQ consists of six subscale constructs, including environment structuring, goal setting, time management, help seeking, task strategies, and self-evaluation. Latent class analyses were performed with participant subscale scores from the OSLQ.

Our results indicate the presence of five, distinct profiles of self-regulated learning replicated across both study samples: super self-regulators, competent self-regulators, forethought-endorsing self-regulators, performance/reflection self-regulators, and non- or minimal self-regulators. Results also indicate that individuals differ significantly in their academic achievement according to their profile membership; for example, minimal and disorganized profiles of self-regulated learning are both associated with similar, poorer academic outcomes (e.g., lower GPAs). These profiles in self-regulated learning may be viewed as contributing to the development of theory by elucidating how exactly individuals are and are not self-regulated in their learning. The authors suggest future research directions.
The comparative instructional effectiveness of print-based and video-based instructional materials for teaching practical skills at a distance
Authors: Donkor Francis
Published: November 2016

Print-based instructional materials have been more popular than any other medium for teaching practical skills during the delivery of technical and vocational education and training via distance learning. However, the approach has its shortcomings and in recent times alternatives have been sought. The comparative instructional effectiveness of one such alternative is the focus of this paper. The study sought to examine the instructional effectiveness of video-based instructional materials vis-à-vis traditional print-based instructional materials for teaching distance learners of a Block-Laying and Concreting practical skills programme. An experimental design was used and participants were randomly assigned to two treatment groups: Users of video-based instructional materials or users of print-based instructional materials. A researcher-designed performance test and an achievement test of 20 multiple-choice items were used to collect data from 34 participants who used print-based instructional materials and 35 participants who used video-based instructional materials to learn practical skills. The instruments were based on the instructional objectives of lessons on mortar and wall finish. Pilot test data for the achievement test yielded Cronbach’s alpha of 0.84. Descriptive statistics and t-test at a 0.05 level of significance were used to analyse the data. The results indicated that the two instructional materials were pedagogically equivalent in terms of theoretical knowledge acquired. Practical skills acquired, however, were significantly higher among users of video-based instructional materials. Finally, users of video-based instructional materials displayed significantly superior craftsmanship.
Using mobile phones to improve educational outcomes: An analysis of evidence from Asia
Authors: Valk John-Harmen , Rashid Ahmed T. , Elder Laurent
Published: November 2016

Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways: 1) in improving access to education, and 2) in promoting new learning. Analysis of the projects indicates that while there is important evidence of mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning.
Length of online course and student satisfaction, perceived learning, and academic performance
Authors: Ferguson Janet M. , DeFelice Amy E.
Published: November 2016

This research presents findings from a two-part study. In the first part, graduate students taking online courses were given a course evaluation form. Student responses from online abbreviated summer sessions were compared to student responses from online full-semester courses.

Both the intensive and full-semester courses were taught by the same professor and both had identical requirements in terms of assignments and exams. The independent variable was the length of time taken to complete the requirements, with the dependent variables being satisfaction with the course, perceived learning, and academic performance. A statistical analysis of the data found significant differences in a number of areas.
Cultural dimensions of learning: Addressing the challenges of multicultural instruction
Authors: Parrish Patrick , Linder-VanBerschot Jennifer
Published: November 2016

The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framework (CDLF), which describes a set of eight cultural parameters regarding social relationships, epistemological beliefs, and temporal perceptions, and illustrates their spectrums of variability as they might be exhibited in instructional situations. The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers. It suggests that these challenges can be overcome through increased awareness, culturally sensitive communication, modified instructional design processes, and efforts to accommodate the most critical cultural differences. Finally, it describes the use of the CDLF questionnaire as a tool to illuminate the range of preferences existing among learners and to discover the potential range of strategies and tactics that might be useful for a given set of learners.
Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship
Authors: Bergström Peter
Published: November 2016

This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers’ role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a student-teacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students’ beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers’ role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.
The relationship between academic discipline and dialogic behavior in open university course forums
Authors: Gorsky Paul , Caspi Avner , Antonovsky Avishai , Blau Ina , Mansur Asmahan
Published: November 2016

The objective of this study was to determine the relationship between disciplinary difference (exact and natural sciences versus humanities) and the dialogic behavior that occurred in Open University course forums. Dialogic behavior was measured in terms of students’ and instructors’ active participation in the forum (posting a message) as well as amounts and proportions of “teaching presence,” “cognitive presence,” and “social presence.” We found that active participation in the science forums was much higher than in the humanities forums. We also found a ratio among the three presences that was constant across different academic disciplines, as well as across different group sizes and course types.
The challenges of implementing distance education in Uganda: A case study
Authors: Basaza Gudula Naiga , Milman Natalie B. , Wright Clayton R.
Published: November 2016

This brief case study provides a pithy introduction to Uganda and outlines key factors that affect the implementation of distance education in the nation: poor infrastructure, the high cost of an education, an outdated curriculum, inadequate expertise in distance education, and poor attitudes towards distance learning. These factors are also evident in other African countries.
Universal instructional design principles for Moodle
Authors: Elias Tanya
Published: November 2016

This paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and specifically tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (MoodleTM) to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.
Using collaborative course development to achieve online course quality standards
Authors: Chao Ining Tracy , Saj Tami , Hamilton Doug
Published: November 2016

The issue of quality is becoming front and centre as online distance education moves into the mainstream of higher education. Many believe collaborative course development is the best way to design quality online courses. This research uses a case study approach to probe into the collaborative course development process and the implementation of quality standards at a Canadian university. Four cases are presented to discuss the effects of the faculty member/instructional designer relationship on course quality, as well as the issues surrounding the use of quality standards as a development tool. Findings from the study indicate that the extent of collaboration depends on the degree of course development and revision required, the nature of the established relationship between the faculty member and designer, and the level of experience of the faculty member. Recommendations for the effective use of quality standards using collaborative development processes are provided.
Going online to make learning count
Authors: Brigham Cathy , Klein-Collins Rebecca
Published: November 2016

Adult students often come to higher education with college-level learning that they have acquired outside of the classroom – from the workplace, military service, self-study, or hobbies. For decades, many forward-thinking colleges and universities have been offering services to evaluate that learning and award it college credit that counts towards a degree. However, for a range of reasons, not every institution can offer prior learning assessment (PLA) in every discipline or for every student. With funding from several U.S. philanthropic organizations, the Council for Adult and Experiential Learning (CAEL) is launching Learning Counts, a national online service that will offer students a range of opportunities to have their learning evaluated for college credit. This online service will expand the capacity of institutions offering PLA to students and provide an efficient and scalable delivery mechanism for the awarding of credit through PLA.
The isolation of online adjunct faculty and its impact on their performance
Authors: Dolan Véra L B
Published: November 2016

Using a grounded theory qualitative research approach, this article examines the experiences of 28 adjunct faculty members who work at the same university, exploring their views on whether periodically meeting face-to-face with management and peers has the potential to affect their motivation on the job and consequently the quality of education they provide to students. A few management representatives also shared their perspectives on the phenomenon; this enabled the researcher to compare the views of these two populations on whether face-to-face contact among faculty enhances teaching performance. The results of this study suggest a few issues that online schools must address in their efforts to improve adjuncts’ sense of affiliation and loyalty to their institution, which in turn will positively affect student retention levels. The main issues of concern to adjunct faculty are (a) inadequate frequency and depth of communication, regardless of the means used, whether online or face-to-face; (b) lack of recognition of instructors’ value to the institution; and (c) lack of opportunities for skill development.
Mobile learning via SMS at Open University Malaysia: Equitable, effective, and sustainable
Authors: Lim Tina , Fadzil Mansor , Mansor Norziati
Published: November 2016

This article describes Open University Malaysia’s efforts at enhancing the blended learning approach for undergraduate distance learners with the successful implementation of the Mobile Learning via SMS initiative. The pilot project was implemented in the May 2009 semester, and this coming January 2011 semester will be in its sixth consecutive semester. Aspects such as the conceptual model, the process flow of group messaging, and challenges faced, as well as effectiveness of the initiative, are discussed.
Embodied and embedded theory in practice: The student-owned learning-engagement (SOLE) model
Authors: Atkinson Simon Paul
Published: November 2016

The demands on academic staff in all sectors to adopt best ODL practices to create effective and efficient models of learning in the face of increasing external pressures show no signs of abating. The massification of higher education, diversified access, and pressures to meet institutional visions and research objectives demand of teaching staff an increasingly public design process subject to peer review in numerous forms. Expectations of systematized pedagogical planners and embedded templates of learning within the institutional virtual learning environments (VLEs) have, so far, failed to deliver the institutional efficiencies anticipated. In response, a new model of learning design is proposed with a practical, accessible, and freely available toolkit that embodies and embeds pedagogical theories and practices. The student-owned learning-engagement (SOLE) model aims to support professional development within practice, constructive alignment, and holistic visualisations, as well as enable the sharing of learning design processes with the learners themselves.
Proposing an integrated research framework for connectivism: Utilising theoretical synergies
Authors: Boitshwarelo Bopelo
Published: November 2016

Connectivism is receiving acknowledgement as a fresh way of conceptualising learning in the digital age. Thus, as a relatively new instructional framework, it is imperative that research on its applicability and effectiveness in a variety of educational contexts is advanced. In particular, a high premium should be placed on context-specific research that is aimed not only at developing general principles but also at improving practice in local settings. Thus, developmental research approaches become imperative and as such it becomes increasingly necessary to have models that would assist scholars to understand the learning ecologies of connectivism. This paper therefore proposes a research framework for connectivism that integrates approaches commonly used in online learning environments. The paper integrates the theories of online communities of practice, design-based research, and activity theory to construct a research framework that is characterised by a synergistic relationship between them. It demonstrates the viability of the model by using an example of how it was operationalised in one research project. The framework, whose potential strength derives from integrating already established theoretical constructs, is presented as a proposal with the intention that it will be critiqued, tried, and improved upon where necessary and ultimately become part of the menu of other tools that serve connectivism research.
EduCamp Colombia: Social networked learning for teacher training
Authors: Leal Fonseca Diego Ernesto
Published: November 2016

This paper describes a learning experience called EduCamp, which was launched by the Ministry of Education of Colombia in 2007, based on emerging concepts such as e-Learning 2.0, connectivism, and personal learning environments. An EduCamp proposes an unstructured collective learning experience, which intends to make palpable the possibilities of social software tools in learning and interaction processes while demonstrating face-to-face organizational forms that reflect social networked learning ideas. The experience opens new perspectives for the design of technology training workshops and for the development of lifelong learning experiences.
Connectivism: Its place in theory-informed research and innovation in technology-enabled learning
Authors: Bell Frances
Published: November 2016

The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. The goal of this paper is to explore certain theories for our plans and actions in technology-enabled learning. Although presented as a successor to previous learning theories, connectivism alone is insufficient to inform learning and its support by technology in an internetworked world. However, because of its presence in massive open online courses (MOOCs), connectivism is influential in the practice of those who take these courses and who wish to apply it in teaching and learning. Thus connectivism is perceived as relevant by its practitioners but as lacking in rigour by its critics. Five scenarios of change are presented with frameworks of different theories to explore the variety of approaches educators can take in the contexts for change and their associated research/evaluation. I argue that the choice of which theories to use depends on the scope and purposes of the intervention, the funding available to resource the research/evaluation, and the experience and philosophical stances of the researchers/practitioners.
Internet technology-based projects in learning and teaching English as a Foreign Language at Yakutsk State University
Authors: Zamorshchikova Lena , Egorova Olga , Popova Marina
Published: November 2016

This paper discusses recent uses of information and communication technologies (ICTs) in fostering Internet-based projects for learning English as a Foreign Language (EFL) at the Faculty of Foreign Languages in Yakutsk State University, Russia.  It covers the authors’ experiences integrating   distance education and creating educational resources within the Moodle LMS and wiki projects based on Web 2.0 social networking technologies. Also it discusses our international project, Net-based Course Development: English through Digital Storyline, in cooperation with the University of Tromsø, Norway.
'Remote from what?' Perspectives of distance learning students in remote rural areas of Scotland
Authors: Macintyre Ronald , Macdonald Janet R.
Published: November 2016

Distance learning is seen as the obvious answer for remote learners, and the use of online media is expected to overcome any access difficulties imposed by geographical distance. However, this belief may be obscuring our understanding of the role that location and individual circumstances have in shaping student experience. This paper explores the variation in experiences of remote rural students who study with the Open University (UK). The researchers found that perceptions of remoteness depended on geography, but were also relative to individual circumstances. With respect to students’ sense of connection with university staff and peers, most mentioned their contact with their personal tutor. Networks with peers were less common, a matter of concern if peer networks are integral to fostering improved retention and progression. In this particular context, distance education may be playing an important and distinctive role for remote students by providing opportunities for connections with like-minded people.
Attracting, preparing, and retaining under-represented populations in rural and remote Alberta-North communities
Authors: Steel Nancy , Fahy Patrick J.
Published: November 2016

For several years, the government of the western Canadian province of Alberta has drafted policies and conducted research on the problem of populations under-represented in adult education.  This Alberta-North and Athabasca University study, funded by the Alberta government’s Innovation Fund, uses the advice and educational experiences of northern former and present students, and of other community members, to identify ways of better attracting, preparing, and retaining under-represented populations in northern Alberta communities through provision and training in the use of distance delivery methods.

The research reported here commences with a review of the literature to investigate the following: 1) the contribution distance education makes globally to learning access in remote areas (and resulting economic growth for under-served populations); 2) how support is provided to retain isolated students; and 3) the help needed to assist remote students to complete distance programs.  Community consultations with social service and education agencies in three communities were conducted in order to obtain their perspectives about what helps to attract and support students to educational programs and the barriers students typically encounter, which might be mitigated by distance methods.  Finally, a survey was designed and distributed in 87 Alberta-North communities in northern Alberta and across Canada’s Northwest Territories to add perspective to the consultation results.
Role engagement and anonymity in synchronous online role play
Authors: Cornelius Sarah , Gordon Carole , Harris Margaret
Published: November 2016

Role play activities provide opportunities for learners to adopt unfamiliar roles, engage in interactions with others, and get involved in realistic tasks. They are often recommended to foster the development of soft skills and a wider perspective of the world. Such activities are widely used as an online teaching approach, with examples ranging from the simple use of email to the employment of virtual worlds and Web 2.0 technologies.

This paper provides a case study of a role play activity which employs real-time anonymous discussion forums and aims to improve our understanding of effective role play and the impact of anonymity. This role play has been effective in educating learners about different perspectives on the issue of Quality in Further Education. The context and implementation of the role play are outlined, and the learners’ interactions and experiences are explored using an investigative analysis of discussion transcripts and semi-structured interviews with participants. The findings suggest that role engagement and anonymity are important components for success in synchronous online role play. Evidence is presented that provides an insight into the factors which encourage role engagement, including prior experiences and contributions from peers. The impact of anonymity is also explored since many participants did not regard the study environment as real and attempted to identify their peers.

 
Learner analysis framework for globalized e-learning: A case study
Authors: Saxena Mamta
Published: November 2016

The shift to technology-mediated modes of instructional delivery and increased global connectivity has led to the rise in globalized e-learning programs. Educational institutions face multiple challenges as they seek to design effective, engaging, and culturally competent instruction for an increasingly diverse learner population. The purpose of this study was to explore strategies for expanding learner analysis within the instructional design process to better address cultural influences on learning. A case study approach leveraged the experience of practicing instructional designers to build a framework for culturally competent learner analysis.

 

The study discussed the related challenges and recommended strategies to improve the effectiveness of cross-cultural learner analysis. Based on the findings, a framework for conducting cross-cultural learner analysis to guide the cultural analysis of diverse learners was proposed. The study identified the most critical factors in improving cross-cultural learner analysis as the judicious use of existing research on cross-cultural theories and joint deliberation on the part of all the participants from the management to the learners. Several strategies for guiding and improving the cultural inquiry process were summarized. Barriers and solutions for the requirements are also discussed.
The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students
Authors: Long Gary L , Marchetti Carol , Fasse Richard
Published: November 2016

This paper reports the findings of three studies within a program of research designed to better understand the factors contributing to the academic achievement of students in online courses and the contributions of interaction to online learning. The first study compared the academic achievement of students in the online and face-to-face (F2F) sections of multiple courses. In the second study, an online survey was used to obtain student perceptions of course satisfaction, learning, and communication. These factors were then related, using binary logistic regression analysis, to the amount of interaction that occurred in the students’ respective online courses; information from the myCourses course management system was used to quantify the amount of interaction that occurred in online courses. In the final study, both datasets were used to examine the academic achievement of students in online courses based upon the amount of interaction that had actually occurred. Whenever possible, a subgroup of deaf and hard-of-hearing students was included in the study to increase our understanding of the role that communication plays in the teaching-learning process. Our findings indicate that students enrolled in online courses, especially those designed with high levels of online interaction, receive higher grades and report greater learning than students in comparable F2F courses. In addition, online courses appear to provide deaf and hard-of-hearing students with special benefits in terms of academic achievement through online discussion. Overall, the studies illuminate how the quantity of interaction in online discussions relates to important success factors. Students in online courses with more interaction outperformed students in online courses with less interaction.
Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent
Authors: Hartnett Maggie , St. George Alison , Dron Jon
Published: November 2016

Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this perspective has contributed to the notion that online learners are, on the whole, intrinsically motivated. The alternative view concentrates on the design of online learning environments to encourage optimal learner motivation. Neither approach acknowledges a contemporary view of motivation that emphasises the situated, mutually constitutive relationship of the learner and the learning environment. Using self-determination theory (SDT) as a framework, this paper explores the motivation to learn of preservice teachers in two online distance-learning contexts. In this study, learners were found to be not primarily intrinsically motivated. Instead, student motivation was found to be complex, multifaceted, and sensitive to situational conditions.