bluuebunny/crossref_metadata_2025 huggingface dataset:
Amphibians of northwestern Buenos Aires province, Argentina: checklist, range extensions and comments on conservation
Authors: Agostini María G. , Saibene Pablo E. , Roesler Ignacio , Bilenca David
Published: November 2016

Northwestern Buenos Aires province is located within the Pampas region of Argentina. Agricultural practices have extensively modified native grasslands in a relatively short period, leaving no intact pristine areas. Based on data collected between 2006 and 2015 at 153 ponds in agricultural landscapes, we compiled an annotated list of the amphibians of northwestern Buenos Aires province. We report 13 extant species of amphibians, which represent 43% of the known amphibian diversity in Buenos Aires province, and extend the ranges of three species. Three species found only in herpetological collections extend the list to 16 species. Our study is the first long-term survey of amphibians conducted in this part of Argentina and provides valuable information for future conservation actions across agricultural landscapes.
Stabilising Lyme Regis – a strategic approach
Authors: Moore Roger , Davis Geoff , Stannard Matthew , Browning Nick
Published: November 2016

Coastal erosion and landslides have been a constant threat to Lyme Regis in West Dorset, UK for over 250 years. By the 1980s, the frequency and scale of coastal erosion and land instability had reached a point whereby the local council realised that a change from the previous ad hoc repair and protection approach was needed to secure the long-term future of the town. An environmental improvements initiative was developed from then onwards to provide a strategic and integrated programme of coast protection and cliff stabilisation measures designed to mitigate the increasing threat of climate change, coastal erosion and landslides, while respecting the site’s unique heritage and environmental interests. This paper outlines the background and principal phases of the project that have been successfully delivered over the period 1990–2015.
Ant colony optimisation for finding the optimal railroad path
Authors: Hasany Reza Mohammad , Shafahi Yousef
Published: November 2016

Engineers have applied mathematical models to find the optimal railway path in order to minimise the total cost subject to the railway limitations. There are two main issues for this problem. First, this approach results in a complex formulation for real-life applications, mainly because there are a huge number of variables and constraints. Second, to compute the total cost, different types of data are required, such as topography, right-of-way unit cost, forbidden zones and geology. Because various administrations are often responsible for preparing these data with their own standards, there is much inconsistency in the data. This paper deals with the first issue by proposing a high-performance optimisation technique that simulates the behaviour of ants to obtain a good optimum. To show the effectiveness of this algorithm in finding a solution, a comparison with common algorithms is presented. In addition, a geographical information system database is used to obtain all the necessary data to estimate the total cost for each rail path. Finally, the proposed algorithm is tested to find the optimal path in a hypothetical area and the result of the proposed algorithm for finding the path is validated.
The Effects of Liquidity Regulation on Bank Demand in Monetary Policy Operations
Authors: Rezende Marcelo , Styczynski Mary-Frances , Vojtech Cindy M.
Published: November 2016

We estimate the effects of the liquidity coverage ratio (LCR), a liquidity requirement for banks, on the tenders that banks submit in Term Deposit Facility operations, a Federal Reserve tool created to manage the quantity of bank reserves. We identify these effects using variation in LCR requirements across banks and a change over time that allowed term deposits to count toward the LCR. Banks subject to the LCR submit tenders more often and submit larger tenders than exempt banks when term deposits qualify for the LCR. These results suggest that liquidity regulation affects bank demand in monetary policy operations.
Property Rights in Space: Moving the Goal Posts so the Players don't Notice
Authors: Erlank Wian
Published: November 2016

Elsewhere in "Rethinking Terra Nullius and Property in Space", I have argued that due to the changing circumstances of access to space by private entities rather than governments, the current legal situation with regard to ownership in space should be reconsidered. As it stands, ownership in space is governed by international law and currently private and even national ownership of celestial bodies is prohibited.
While (controversially) arguing for the recognition of private ownership in space, I constantly have to field questions surrounding the pragmatic assertion that since international law and United Nations treaties and conventions prohibit ownership in space, there can be no development that will allow for this. Hence, while not abandoning my purely property law-oriented arguments for recognising private ownership in and on celestial bodies, I will maintain my arguments for property rights in space and analyse a number of differing options available to private entities who would like to acquire property rights in space. As such, I purposefully avoid the maligned terminology of "ownership", and rather look at various other options that still give the intrepid celestial entrepreneur some sort of property right, or even a property-like protection of their interests in space. Some examples include concessions, mining licences, prospecting rights, and certain contractual rights that could benefit from property-like protection.
The thesis is that even if ownership of celestial objects is not accepted due to the existence of various problematic dogmatic viewpoints, one would still be able to achieve much the same effect by using other property mechanisms.
Melasma: Through the eye of a dermoscope
Authors: K. G. Manjunath , C. Kiran , S. Sonakshi , Agrawal Ritu
Published: November 2016

Background: Melasma is a human melanogenesis dysfunction that results in localized, chronic acquired hypermelanosis of the skin. Dermoscopy is a new non-invasive tool which is used to visualise the pigment colour and distribution. This study was undertaken to explore the usefulness of dermoscope in comparison to Wood’s lamp in melasma.

Methods: A total of 50 patients of melasma were examined clinically, under Wood’s lamp and with dermoscope. All the findings were recorded, described and analysed.

Results: The data was compared using SPSS software and the degree of agreement between Wood’s lamp and dermoscopy was found to be substantial (K =0.833, p =<0.001).

Conclusions: Dermoscopy is better tool in determining the depth of pigmentation. It gives an additional advantage to visualize the vasculature.
Frequency of occurrence of urticaria after the administration of atracurium
Authors: Kumar Ajay , Jain Anil Kumar , Gupta Sanjeev
Published: November 2016

Background: Atracurium is a non-depolarizing neuromuscular blocking agent generally used for short and intermediate duration surgical procedures. Atracurium may cause urticaria due to direct, non-immunological release of histamine from mast cells.Though cutaneous changes due to histamine release by atracurium have been reported in various studies these changes were not clinically evaluated by dermatologists. The aim of the study was to assess the frequency of occurrence of urticaria after the administration of atracurium in the conventional dose schedule. Haemodynamic changes in pulse rate and mean arterial pressure (MAP) were also evaluated.

Methods: 60 patients aged 12 years and above, undergoing various elective surgical procedures were enrolled in the study. Atracurium was administered in a dose of 0.6 mg/kg body weight after induction. Cutaneous changes if any including erythema and urticarial weals were observed during the intraoperative phase and images recorded for further evaluation by the investigators including dermatologists. Baseline values of pulse rate and MAP as well as values 1 min, 3 min and 5 min after the administration of atracurium were recorded.

Results: None of the patients developed urticarial weals after the administration of atracurium. Five patients (8.33%) developed erythema during the intraoperative period. Changes in pulse rate and MAP were found to be significant.

Conclusions: Atracurium in conventional dosage is not associated with urticaria. Haemodynamic changes after the administration of atracurium are significant. 
Narrow‐ (3.0 mm) Versus Standard‐Diameter (4.0 and 4.5 mm) Implants for Splinted Partial Fixed Restoration of Posterior Mandibular and Maxillary Jaws: A 5‐Year Retrospective Cohort Study
Authors: Pieri Francesco , Forlivesi Caterina , Caselli Ernesto , Corinaldesi Giuseppe
Published: November 2016

Background: Evidence concerning predictability of narrow‐diameter implants (NDIs) (<3.3 mm) to restore partially edentulous posterior maxillary and mandibular areas is limited. The aim of this study is to compare the 5‐year outcomes of NDIs (3.0 mm) and standard‐diameter implants (SDIs) (4.0 to 4.5 mm) supporting fixed partial dentures (FPDs) in posterior mandibular and maxillary jaws.

Methods: All patients treated with at least two adjacent NDIs or SDIs according to available bone thickness and with a minimum follow‐up of 5 years after placement were invited to undergo a clinical and radiologic examination. Outcome measures were implant and FPD failures, biologic and prosthetic complications, and marginal bone loss.

Results: A total of 107 out of 127 patients attended the examination: 49 (113 implants) of the NDI group, and 58 (126 implants) of the SDI group. Two NDIs failed in one patient versus four SDIs in four patients (P = 0.37). One FPD failed in the NDI group versus two FPDs in the SDI group (P >0.99). Nine biologic complications occurred in the NDI group and twelve in the SDI group (P = 0.81). Twelve prosthetic complications occurred in the NDI group and only two in the SDI group (P = 0.001). Peri‐implant marginal bone loss at 5 years was 0.95 ± 0.84 mm for the NDI group and 1.2 ± 0.86 mm for the SDI group (P = 0.06).

Conclusion: Five‐year data indicate that FPD treatment in posterior mandibular and maxillary jaws with NDIs was as reliable as with SDIs, although NDIs showed a higher risk of prosthetic complications.
Fluvastatin Inhibits Osteoclast Differentiation and Porphyromonas gingivalis Lipopolysaccharide‐Induced Alveolar Bone Erosion in Mice
Authors: Pokhrel Nitin Kumar , Kim Yong‐Gun , Kim Jae‐Young , Kim Hong‐Hee , Lee Youngkyun
Published: November 2016

Background: Statins have been widely used to treat hypercholesterolemia. In addition to inhibition of cholesterol synthesis, recent reports suggest a bone anabolic property of statins. However, little notice has been paid to the direct effect of statins on osteoclastogenesis and bone resorption.

Methods: The effect of fluvastatin on osteoclast differentiation was determined using in vitro culture of mouse bone marrow macrophages (BMMs) in the presence of macrophage colony‐stimulating factor and receptor activator of nuclear factor‐kappa B ligand (RANKL). The role of fluvastatin on bone erosion was examined in the Porphyromonas gingivalis (Pg) lipopolysaccharide (LPS)‐induced alveolar bone loss model in mice.

Results: Fluvastatin significantly inhibited both RANKL‐ and LPS‐induced osteoclast differentiation in mouse BMMs. Fluvastatin also markedly reduced expression of osteoclast differentiation marker genes Acp5, Calcr, and Ctsk as well as fusion markers Atp6v0d2 and Dcstamp. These were accompanied by decreased expression of c‐Fos and nuclear factor of activated T cells cytoplasmic 1 transcription factors. Fluvastatin reduced generation of reactive oxygen species upon the addition of RANKL and LPS, suggesting an antioxidant role. Finally, administration of fluvastatin in mice conspicuously reduced Pg LPS‐induced osteoclastogenesis and alveolar bone erosion in vivo.

Conclusion: Combined, these results suggest fluvastatin directly inhibited osteoclastogenesis and efficiently blocked bone erosion.
ANALIZA STAVOVA PEDAGOGA PREMA SPOLJAŠNJEM VREDNOVANJU
Authors: Mihajlov Tatjana Z. , Andevski Milica J.
Published: November 2016

Cilj sprovedenog istraživanja je ispitivanje kako sručni saradnici (pedagozi) procenjuju doprinos spoljašnjeg vrednovanja i da li uočavaju njegov značaj za unapređenje rada i lični i profesionalni razvoj. Podaci su prikupljeni tehnikom anketiranja, a kao instrumenti korišćeni su anketni upitnik i skala procene. Uzorak je činilo osam stručnih saradnika iz osam škola koje su prošle spoljašnje vrednovanje. Dobijeni rezultati ukazuju da stručni saradnici procenjuju spoljašnje vrednovanje rada škola kao važan doprinos, ali pokazuju i razlike u pogledu tih shvatanja i otvaraju mogućnost nastavka istraživanja uzroka ovakvih shvatanja nastavnika.
KARAKTERISTIKE I KLJUČNI FAKTORI EFIKASNOG SAVETODAVNOG RADA
Authors: Zuković Slađana N.
Published: November 2016

U radu se ukazuje na kompleksnost i specifičnost savetovanja kao profesionalne delatnosti, te ističe važnost sagledavanja pretpostavki efikasnog savetodavnog rada. U tom smislu, u tekstu je dat osvrt na osnovne karakteristike i ciljeve savetovanja kao procesa koji je usmeren na osnaživanje pojedinaca ili grupa da sopstvenim aktivnim delovanjem promene svoje životne situacije i unaprede svoje resurse. Poseban akcenat stavljen je na analizu dva faktora koja su ključna za efikasnost savetodavnog rada, a to su - korisnik savetovanja, tj. pojedinac ili grupa sa svim svojim potrebama, motivima, očekivanjima i ciljevima, i savetnik, tj. stručnjak sa svim osobinama ličnosti, znanjima i veštinama. Pritom se naglašava da efikasno savetodavno delovanje nije moguće bez uspostaljanja pozitivne emocionalne klime i adekvatnog odnosa između savetnika i korisnika savetovanja. Imajući u vidu da savetovanje ne daje model rešenja, već potpomaže oslobađanje potencijala ličnosti koji su blokirani, u zaključku se ističe važnost izbora adekvatnog pristupa u savetodavnom radu, kao i važnost uspostavljanja podržavajuće atmosfere koja će korisniku savetovanja pružati osećaj zadovoljstva, prihvaćenosti i sigurnosti u savetodavnom procesu.
Increasing Public Access to University Qualifications: Evolution of The University of the West Indies Open Campus
Authors: Thomas Michael L. , Soares Judith
Published: November 2016

This paper traces the evolution of The University of the West Indies’ Open Campus (UWIOC), which is expected to expand service and increase access to the underserved communities of the Eastern Caribbean. At present, UWI, which caters to the needs of the 16 far flung countries of the Commonwealth Caribbean, has not been able to fully serve these countries, the UWI-12, in a way that is commensurate with their developmental needs. Historically, the institution has been dominated by campus-based education, and its three campuses have been poles of attraction for scholars and scholarship to the significant advantage of the countries in which they are located: Jamaica, Trinidad and Tobago, and Barbados.

The University’s creation of an open campus, a fourth campus, enables it to expand its scope, enhance its appeal, and improve the efficiency of its services to individuals, communities, and countries. This new campus, a merger of UWI’s Outreach sector, which comprises the School of Continuing Studies, the Tertiary Level Institute Unit, and The UWI Distance Education Centre, will have a physical presence in each contributing country and will function as a network of real and virtual modes to deliver education and training to anyone with access to Internet facilities.
Kothmale Community Radio Interorg Project: True Community Radio or Feel-Good Propaganda?
Authors: Harvey-Carter Liz Francisca Rosalia
Published: November 2016

The Kothmale Community Radio and Interorg project in Sri Lanka has been hailed as an example of how a community radio initiative should function in a developing nation. However, there is some question about whether the Kothmale Community Interorg Project is a true community radio initiative that empowers local communities to access ICT services and to participate freely and equally or another “feel-good” project controlled by successive, repressive Sri-Lankan governments and international partners, as alleged by its critics? After two decades of operation, the evidence shows that the Kothmale project is a cautionary tale about what can go wrong when an ICT project is not strongly promoted as a community-based enterprise. The biggest lesson that the Kothmale model can teach us is that control of community radio must be in the hands of the community exclusively if it is to succeed.
Research and Practice in K-12 Online Learning: A Review of Open Access Literature
Authors: Cavanaugh Cathy S. , Barbour Michael K. , Clark Tom
Published: November 2016

The literature related to online learning programs for K-12 students dates to the mid-1990s and builds upon a century of research and practice from K-12 distance education. While K-12 online learning programs have evolved and grown over the past decade, the amount of published research on virtual schooling practice and policy is limited. The current literature includes practitioner reports and experimental and quasi-experimental studies, both published and unpublished. This paper reviews open access literature in K-12 online learning and reports on a structured content analysis of the documents. Themes in the literature include steady growth and a focus on the benefits, challenges, and broad effectiveness of K-12 online learning. In addition, newly developed standards for K-12 online learning are emerging in descriptions of effective practices.
Integrated Networks: National and International Online Experiences
Authors: Muniz-Solaris Osvaldo Antonio , Coats Christine
Published: November 2016

There is an increasing impression among online geography educators that interaction can be developed based on specific teaching and learning methods. The authors developed a practical research study to investigate this issue. The study was based on advanced graduate courses in geography at Beijing Normal University and Texas State University. International interaction was complemented by online collaboration among the US local group. Both synchronous and asynchronous communication systems were used, which spanned two platforms. Results of this experience indicate that teaching and learning methods must be enhanced by a flexible online learning model and extensive organizational support in order to increase interaction and reach a certain level of cooperation.
Turkish University Students’ Perceptions of the World Wide Web as a Learning Tool: An Investigation Based on Gender, Socio-Economic Background, and Web Experience
Authors: Tekinarslan Erkan
Published: November 2016

The main purpose of the study is to investigate Turkish undergraduate students’ perceptions of the Web as a learning tool and to analyze whether their perceptions differ significantly based on gender, socio-economic background, and Web experience. Data obtained from 722 undergraduate students (331 males and 391 females) were used in the analyses. The findings indicated significant differences based on gender, socio-economic background, and Web experience. The students from higher socio-economic backgrounds indicated significantly higher attitude scores on the self-efficacy subscale of the Web attitude scale. Similarly, the male students indicated significantly higher scores on the self-efficacy subscale than the females. Also, the students with higher Web experience in terms of usage frequency indicated higher scores on all subscales (i.e., self-efficacy, affective, usefulness, Web-based learning). Moreover, the two-way ANOVA results indicated that the student’s PC ownership has significant main effects on their Web attitudes and on the usefulness, self-efficacy, and affective subscales.
Sage without a Stage: Expanding the Object of Teaching in a Web-Based, High-School Classroom
Authors: Murphy Elizabeth , Rodriguez-Manzanares Maria A.
Published: November 2016

This paper reports on a study that uses cultural historical activity theory (CHAT) to make sense of e-teachers’ activity in a context of high-school distance education. Data collection involved semi-structured interviews with 13 e-teachers as well as seven management and support personnel in an organization responsible for the design and delivery of high-school distance education in the province of Newfoundland and Labrador, Canada. As well, the authors conducted a second round of interviews with 12 of the 13 teachers. Findings revealed that the traditional metaphor of teacher as ‘sage on the stage’ ceased to have a reference point in the distributed online classroom. The e-teachers were widening the object of their activity to include less teacher-centered forms of learning that involved more student independence.
Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning
Authors: McBrien J. Lynn , Cheng Rui , Jones Phyllis
Published: November 2016

This research study is a collaborative project between faculty in social foundations, special education, and instructional technology in which we analyze student data from six undergraduate and graduate courses related to the use of a virtual classroom space. Transactional distance theory (Moore & Kearsley, 1996) operates as our theoretical framework as we explore the role of a virtual classroom in distance education and analyze the ways in which a synchronous learning environment affects students’ learning experiences. Elluminate Live! was the software employed in the virtual classroom. In this analysis, particular themes emerged related to dialogue, structure, and learner autonomy. In addition, students rated convenience, technical issues, and pedagogical preferences as important elements in their learning experiences. The article discusses these themes as a contribution to reducing the “distance” that students experience in online learning and to developing quality distance education experiences for students in higher education.
Teachers’ and Students’ Experiences of Simultaneous Teaching in an International Distance and On-Campus Master’s Programme in Engineering
Authors: Popov Oleg
Published: November 2016

Swedish universities frequently offer campus-based education as well as online courses, a system commonly referred to as dual mode. This paper analyses some challenging pedagogical aspects of a master’s programme in engineering developed and delivered simultaneously online and on campus. Course evaluations, questionnaires, and interviews with the programme teachers were the main instruments used in this study. Activity theory was used as a theoretical framework for data collection and analysis. The study evidences the nature of problems experienced by on-campus and distance students as well as conflicts of interest and expectations existing between these two student groups. Teaching simultaneously in two modes demands extra effort from the course teachers, who are aware of the problems related to pedagogical communication needed by both groups. Though teaching in the dual mode offers economic benefits for the department, the simultaneous mode of teaching is experienced as problematical by both groups of students, with distance students appearing to be more disadvantaged in the programme.
Research Areas in Distance Education: A Delphi Study
Authors: Zawacki-Richter Olaf
Published: November 2016

This study had three purposes: Firstly, to develop a categorization of research areas in distance education; secondly, to identify the most important research areas in distance education; and thirdly, to identify the most neglected research areas in distance education. Based on a literature review and a Delphi study, three broad levels or perspectives with 15 research areas were derived to organize the body of knowledge in distance education. Prospective researchers can use the results to identify gaps and priority areas and to explore potential research directions.
Online Teaching Effectiveness: A Tale of Two Instructors
Authors: Gorsky Paul , Blau Ina
Published: November 2016

Upon completion of a graduate level course at the Open University of Israel, one instructor received very high student ratings while the other received very low ratings. We utilized this exceptional situation to perform ad hoc analyses of their course forums. The objective of this study was to map the dialogic behavior that occurred and to create suggestions for best practice and for worst practice in terms of active and passive participation, instructor response time, and the extent of teaching presence, social presence, and cognitive presence.
The Impact of an Advanced Certificate in Education (ACE) Program on the Professional Practice of Graduates
Authors: Aluko Ruth Folake
Published: November 2016

This paper examines the impact of a distance education program offered by the University of Pretoria, South Africa, on the professional practice of teachers. A pilot study was conducted using a combination of surveys and focus group interviews. Findings reveal that the program was beneficial to graduates’ personal development, professional practice, schools, learners, and colleagues. Further, principals who participated in the study attested to the differences they observed between the graduates and other teachers who had not been exposed to such a program. Suggestions for improvements included the introduction of subjects taught at school as areas of specialization, involvement of school principals in the assessment of enrolled students, visits to schools by the organizers, and exposure of students to the practical opportunities offered by the program (with portfolios that could be a part of the assessment).
Teaching and Learning Against all Odds: A Video-Based Study of Learner-to-Instructor Interaction in International Distance Education
Authors: Muhirwa Jean-Marie
Published: November 2016

Distance education and information and communication technologies (ICTs) have been marketed as cost-effective ways to rescue struggling educational institutions in developing countries, particularly in sub-Saharan Africa (SSA). This study uses classroom video analysis and follow-up interviews with teachers, students, and local tutors to analyse the interaction at a distance between learners in Mali and Burkina Faso and their French and Canadian instructors. Findings reveal multiple obstacles to quality interaction: frequent Internet disconnections, limited student access to computers, lack of instructor presence, ill-prepared local tutors, student unfamiliarity with typing and computer technology, ineffective technical support, poor social dynamics, learner-learner conflict, learner-instructor conflict, and student withdrawal and resignation. In light of the near death of the costly World Bank-initiated African Virtual University (AVU), this paper concludes by re-visiting the educational potential of traditional technologies, such as radio and video, to foster development in poor countries.
Exploring Blended Learning for Science Teacher Professional Development in an African Context
Authors: Boitshwarelo Bopelo
Published: November 2016

This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support ongoing teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.
Open Textbook Proof-of-Concept via Connexions
Authors: Baker Judy , Thierstein Joel , Fletcher Kathi , Kaur Manpreet , Emmons Jonathan
Published: November 2016

To address the high cost of textbooks, Rice University’s Connexions and the Community College Open Textbook Project (CCOTP) collaborated to develop a proof-of-concept free and open textbook. The proof-of-concept served to document a workflow process that would support adoption of open textbooks. Open textbooks provide faculty and students with a low cost alternative to traditional publishers’ textbooks and can help to make higher education more affordable. Connexions provides a publishing platform for open textbook projects. The CCOTP acted as a liaison between community college faculty, open textbook authors, and Connexions. Challenges to the production and adoption of open textbooks include 1) faculty members’ and students’ expectations of high production quality and ancillaries for open textbooks, 2) methods for documenting and maintaining control over various versions, and 3) the process of converting existing open content to digital and accessible formats. Connexions holds promise as a means to overcome these challenges.

Connexions identified lessons learned about open textbook production, such as the importance of a style guide, the advantage of assembly-line workflow, and the importance of naming conventions and standard math authoring tools, Connexions also identified lessons learned about open textbook use by students and faculty, e.g., the value of availability and customizability, the importance of interactivity, the difference in how faculty and students view modularity, and the importance of textbook reading navigational aids. The authors note that the CCOTP recommends using Connexions as the common repository for open textbook content in an effort to provide greater national and international access.
The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools
Authors: Fini Antonio
Published: November 2016

In 2008, a new term emerged in the already crowded e-learning landscape: MOOC, or massive open online course. Lifelong learners can now use various tools to build and manage their own learning networks, and MOOCs may provide opportunities to test such networks. This paper focuses on the technological aspects of one MOOC, the Connectivism and Connective Knowledge (CCK08) course, in order to investigate lifelong learners’ attitudes towards learning network technologies. The research framework is represented by three perspectives: (a) lifelong learning in relation to open education, with a focus on the effective use of learning tools; (b) the more recent personal knowledge management (PKM) skills approach; and (c) the usability of web-based learning tools.

Findings from a survey of CCK08 participants show that the course attracted mainly adult, informal learners, who were unconcerned about course completion and who cited a lack of time as the main reason for incompletion. Time constraints, language barriers, and ICT skills affected the participants’ choice of tools; for example, learners favoured the passive, filtered mailing list over interactive but time-consuming discussion forums and blogs. Some recommendations for future MOOCs include highlighting the pedagogical purpose of the tools offered (e.g., learning network skill-building) and stating clearly that the learners can choose which tools they prefer to use. Further research on sustainability and instructor workload issues should be conducted to determine the cost and effectiveness of MOOCs. Investigation is also necessary to understand whether such terms as course, drop-out, and attrition are appropriate in relation to MOOCs.
A review of adventure learning
Authors: Veletsianos George , Kleanthous Irene
Published: November 2016

Adventure learning (AL) is an approach for the design of digitally-enhanced teaching and learning environments driven by a framework of guidelines grounded on experiential and inquiry-based education. The purpose of this paper is to review the adventure learning literature and to describe the status quo of the practice by identifying the current knowledge, misconceptions, and future opportunities in adventure learning. Specifically, the authors present an integrative analysis of the adventure learning literature, identify knowledge gaps, present future research directions, and discuss research methods and approaches that may improve the AL approach.

The authors engaged in a systematic search strategy to identify adventure learning studies then applied a set of criteria to decide whether to include or exclude each study. Results from the systematic review were combined, analyzed, and critiqued inductively using the constant comparative method and weaved together using the qualitative metasynthesis approach.

Results indicate the appeal and promise of the adventure learning approach. Nevertheless, the authors recommend further investigation of the approach. Along with studies that investigate learning outcomes, aspects of the AL approach that are engaging, and the nature of expert-learner collaboration, future adventure learning projects that focus on higher education and are (a) small and (b) diverse, can yield significant knowledge into adventure learning. Research and design in this area will benefit by taking an activity theory and design-based research perspective.
Online and blended communities of inquiry: Exploring the developmental and perceptional differences
Authors: Akyol Zehra , Garrison D. Randy , Ozden M. Yasar
Published: November 2016

This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course.
IRRODL year in review
Authors: Anderson Terry
Published: November 2016

Editorial
The role of volition in distance education: An exploration of its capacities
Authors: Deimann Markus , Bastiaens Theo
Published: November 2016

During the past two decades, volition, defined as the ability to stay task-focused and ward off distractions, has become of special relevance for educational research and practice. It describes how decreased motivation or negative emotions can be dealt with by applying action control strategies. However, despite its potential, an important area of education has neglected volitional considerations: distance education (DE). This seems paradoxical because by its very nature distance education requires a great deal of persistence and effort that is volitional. Consequently, the present paper introduces a conceptual framework built on volitional theories; it aims to augment traditional perspectives and to analyse major challenges to DE, such as dropout rates.

The paper reports results from a longitudinal study (September 2007-July 2009) that was conducted to determine the factorial structure of the Volitional Persona Test (VPT), an online instrument to assess volitional competence, and to obtain detailed information on students’ volitional competence at a large DE university and at numerous traditional universities in German-speaking countries. It was demonstrated that the construct of volition can be subdivided into distinct factors, volitional self-efficacy, consequence control, emotion control, and meta-cognition, which may enable the development of support systems that are tailored to learners’ individual needs. Implications for future research are discussed.
Examining the anatomy of a screencast: Uncovering common elements and instructional strategies
Authors: Sugar William , Brown Abbie , Luterbach Kenneth
Published: November 2016

The researchers engaged in cooperative inquiry in order to explore screencasts as online instructional tools. In total, each researcher analyzed 37 screencasts, which provided over two hours of instruction. The content area of these screencasts concentrated on teaching specific computing procedures (e.g., how to install web server software or how to add a table in a word processor). The researchers analyzed their own self-produced screencasts as well as those that were professionally produced. Analyses of the screencasts led the researchers to discover common structural components (i.e., bumpers, screen movement, and narration) and common instructional strategies (i.e., provide overview, describe procedure, present concept, focus attention, and elaborate content). By synthesizing the common structure and common instructional strategies, the researchers offer a framework for considering the role of screencasts as online instructional tools. To introduce a practical application of the framework, the researchers created a screencasting checklist, which may be used by online instructors and instructional designers to develop and assess their own screencasts. This initial work invites additional research and development in order to refine the screencasting framework and checklist.
Student and faculty perceptions of the quality of online learning experiences
Authors: Ward Michael E. , Peters Gary , Shelley Kyna
Published: November 2016

Some faculty members are reluctant to offer online courses because of significant concerns relative to the impact of such formats on the quality of instruction, learning, and participant interaction. Faculty members from The University of Southern Mississippi implemented synchronous interactive online instruction (SIOI) in the spring of 2007. This article explores the rationale for use of the particular technology, faculty conclusions regarding implementation of the technology, and the impact of the technology on instruction and learning. Comparisons by students of the quality of the learning experience in this environment with the quality of learning in face-to-face and asynchronous online learning environments were also analyzed.

The study finds that instructors and students view SIOI favourably. The mean student ratings for the dimensions of instructional quality were the same for SIOI and face-to-face course formats in all but one dimension, but mean ratings for SIOI and face-to-face formats were consistently higher than those for asynchronous online instruction. The single exception was for the dimension, ease of access to the course; the SIOI and asynchronous online formats were rated higher than the face-to-face format in this quality dimension. These findings suggest that it is possible to achieve levels of effectiveness in an online instructional format similar to those that are realized in face-to-face delivery. However, there is slight, though not statistically significant, evidence of concern about the quality of student collaboration in SIOI-enabled courses. Thus, instructors will need to capitalize on available mechanisms for interaction and collaboration.
Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach
Authors: Shea Peter , Hayes Suzanne , Vickers Jason
Published: November 2016

With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.
A dynamic community of discovery: Planning, learning, and change
Authors: Gordon Michelle , Ireland Martha , Wong Mina
Published: November 2016

Ryerson University’s Prior Learning and Competency Evaluation and Documentation (PLACED) program is funded by the Government of Ontario to engage internationally educated professionals (IEPs), employers, and regulatory/occupational bodies in the use of competency-based practices. In 2008, the authors created a self-assessment tool for IEPs that would build a portfolio reflecting an individual’s knowledge and skills while introducing him or her to aspects of the Canadian workplace and labour market. The authors felt that this tool would be useful to assist IEPs in considering their career options and wanted to create an online workshop that would provide flexibility to users whose priorities were most likely work and family obligations. This short project description will capture a) why the self-assessment tool was developed; (b) how we fostered participants’ self-efficacy; c) how we used Blackboard; (d) what the participants gained from the workshop; and (e) how the workshop has evolved based on facilitators’ observations, participants’ feedback, and an external organization’s request for customizing the workshop. In working together to design the online workshop, IEPs’ Self-Assessment and Planning, we focused on two main concepts: self-assessment and career planning. With that in mind, we set out in the workshop to bolster self-discovery, self-efficacy, individualized research skills, action planning, and ongoing professional development. The learning platform was Blackboard, which is used across Ryerson University in both classroom and online learning.
Language of evaluation: How PLA evaluators write about student learning
Authors: Travers Nan L. , Smith Bernard , Ellis Leslie , Brady Tom , Feldman Liza , Hakim Kameylah , Onta Bhuwan , Panayotou Maria , Seamans Laurie , Treadwell Amanda
Published: November 2016

Very few studies (e.g., Arnold, 1998; Joosten-ten Brinke, et al., 2009) have examined the ways in which evaluators assess students’ prior learning. This investigation explored the ways that evaluators described students’ prior learning in final assessment reports at a single, multiple-location institution. Results found four themes; audience, voice, presentation of the learning, and evaluation language. Within each theme, further sub-themes are defined. These results are significant for training evaluators on how to discuss student learning and for institutions to consider in relationship to the purpose behind the evaluations. Further research and implications are discussed.
Head of gold, feet of clay: The online learning paradox
Authors: Power Thomas Michael , Morven-Gould Anthony
Published: November 2016

Although online learning (OL) is becoming widely accessible and is often viewed as cutting-edge, the actual number of regular faculty participating in this form of teaching remains small. Moreover, OL, despite its growing recognition, is often associated with high rates of student dissatisfaction and isolation, withdrawal, and attrition. Furthermore, although administrators typically champion support of OL, they often seem unable or unwilling to marshal the necessary financial, human, and technological resources to produce high-quality course materials and to effect efficient course delivery. In short, online learning seems paradoxically to be both booming and busting simultaneously. It is expanding supply yet hitting similar obstacles that distance education encountered generations earlier. Under these circumstances, OL is unlikely to become mainstream without a major redirection. This article applies economic principles and concepts to OL. The revised conceptualization posits that an understanding of stakeholder priorities is the key to improved online course design and delivery.
Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning
Authors: Ravenscroft Andrew
Published: November 2016

Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2004) implies, in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches, based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing and delivering sociotechnical learning.
Helping autism-diagnosed teenagers navigate and develop socially using e-learning based on mobile persuasion
Authors: Øhrstrøm Peter
Published: November 2016

The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) research project involves the creation of an e-learning toolset that can be used to develop individualized tools to support the social development of teenagers with an autism diagnosis. The e-learning toolset is based on ideas from persuasive technology. This paper addresses the system design of the HANDS toolset as seen from the user’s perspective. The results of the evaluation of prototype 1 of the toolset and the needs for further development are discussed. In addition, questions regarding credibility and reflections on ethical issues related to the project are considered.