bluuebunny/crossref_metadata_2025_split huggingface dataset:
Quality Assurance at Mega Universities
Authors: Darojat Ojat , Li Wei 
Published: January 2023

AbstractWithin the community of distance and online education, quality and quality assurance have been one of the most talked and discussed areas. This is especially true within the context of mega open universities where policies are always designed to optimize the openness, flexibility, and accessibility of the system. Even though distance education had initially been associated with opening access to education, the quality of education has become more and more important in line with the advancement of technology use throughout the system. It is within this quality paradigm that quality assurance (QA) has become one of the key aspects in planning and managing open, distance, and digital education (ODDE). This paradigm has also brought many ODDE providers including the mega open universities to reformulate their visions, missions, and strategies to address quality issues more adequately (Belawati & Zuhairi, 2007). This chapter explores the implementation of quality assurance (QA) programs at two mega universities, Universitas Terbuka and Open University of China, which have developed QA system and implemented systematic QA programs consistently, resulting in their enhanced quality of learning over the years. The discussion will start with a general overview about the universities, followed by their internal QA systems and implementations. The two exemplary QA systems and practices would illustrate how mega open universities undertake the quality assurance programs to ensure continuous improvement as well as to develop quality cultures within the respective institutions.
Learner Characteristics and Competencies
Authors: Yalçın Yasin 
Published: January 2023

AbstractThe advances in technology and the demand for open, distance, and digital education redefined the characteristics and competencies of learners in these learning environments. Although technology ownership and access to an Internet connection are growing worldwide, there is still a significant number of learners in need of a computer and Internet access to benefit from the advantages offered by new learning environments. As a result, the obstacles in technology ownership and access put a group of learners from a low socioeconomic status and minorities in a disadvantaged position and prevent them from engaging in learning experiences. Indirectly, these learners also struggle to develop digital competencies due to their limited access to technology-rich environments. This chapter elaborates on the characteristics of learners in open, distance, and digital education environments with respect to their technology ownership and access, presents a number of competency frameworks, and discusses how the competencies included in the frameworks apply to open, distance, and digital education. The chapter opens with the role of technology in new learning environments and how technology ownership and access vary among certain demographics as well as developed, developing, and underdeveloped countries. The introduction is followed by learner characteristics with respect to varying technology access and ownership among demographics and the implications of technology ownership and access for open, distance, and digital education. Finally, a number of competency frameworks were presented and discussed in regard to their contributions to the development of a competency set for learners in open, distance, and digital education environments.
Motivation to Learn in Open, Distance, and Digital Education
Authors: Fryer Luke K. , Shum Alex , Nakao Kaori 
Published: January 2023

AbstractAs research questions in the rapidly growing field of Open, Distance, and Digital Education shift from if to how these forums should be approached, a paramount and complementary area of research is the accompanying motivation students’ exhibit to learn in ODDE environments. This chapter critically examines the existing literature on student motivation in ODDE at each of the primary, secondary, and tertiary levels, and beyond. Much existing research involves one-off comparisons between students’ motivation in using popular tools such as MOOCs, gamification of learning, interactive whiteboards, and AR/VR tools with not using them. While mixed effects have been observed, seldom are tools catered to theory and context in a manner that best supports students’ learning. To see the field continue to mature, results from studies must be situated within robust theories of motivation in educational psychology. More program-level research built on more stringent standards in design, analysis, and replication is required. Future directions of research are discussed.
ODDE and Gender
Authors: von Prümmer Christine 
Published: January 2023

AbstractGender and the concern with gender issues is important for open and distance education (ODE) which is associated with the provision of educational opportunities for minority groups. In countries and cultures the world over, including Western industrialized societies, girls and women are educationally disadvantaged compared to their male counterparts. This educational discrimination is especially prevalent in social minorities. Since 1982, with the start of the Women’s International Network WIN within the International Council for Open and Distance Education ICDE, women working in ODE have brought a feminist and gender perspective to their own situation and to that of women distance students. A manifestation of this was the proliferation of women’s/gender studies into ODE curricula. With the goal of equal access and conditions for women to succeed, women working in ODE researched and analyzed the cultural and social factors underlying the inequalities and identified ways for redressing gender imbalances. The chapter discusses four areas of inequality and points out ways for the empowerment of women: (1) gender roles and the social division of labor, (2) learning environments, (3) access equity, and (4) course content and choice of subject. A focus on gendered access and use of technology highlights factors affecting women’s participation in e-learning and the way in which they use electronic communication for overcoming isolation, for networking, and for empowerment.
Media Usage Behaviors of Learners in ODDE
Authors: Bong Ji Yae , Liu Zhichun 
Published: January 2023

AbstractIn the digital era and with the prevalence of media usage in open, distance, and digital education, learners increasingly use media to facilitate their learning in various ways. Media usage in today’s learning environment ranges from watching a video or listening to a podcast to annotating a digital book collaboratively or sharing thoughts on Twitter. Learners demonstrate diverse media usage behaviors under different settings for different purposes. The goal of this chapter is to provide a comprehensive overview of learners’ media usage in open, distance, and digital education settings. In this chapter, the authors first review the development of media usage in open, distance, and digital education, as well as learner media usage behavior as a research-agenda shift from a contemporary research and practice perspective. Next, the diverse learner typologies regarding media usage behaviors, as well as research on learner media usage and its implications, are discussed. The chapter concludes with an outlook on media usage in open, distance, and digital education and research directions in the near future. Understanding learners’ media usage will guide research on how to promote learning with the facilitation of media and provide insights into the design and development of future open, distance, and digital education.
Synchronous Tools for Interaction and Collaboration
Authors: Lowenthal Patrick R. 
Published: January 2023

AbstractThe history of distance education in many ways is a history about the evolution of synchronous and asynchronous communication technologies. Distance education, and online learning in particular, has primarily relied on asynchronous communication technologies over the years. However, COVID-19 has sparked a new interest in using synchronous tools for interaction and collaboration in open, distance, and digital education. Given this it is incumbent upon educators and researchers alike to be familiar not only with the current iteration of synchronous communication technologies but also with how they have developed and evolved over time, the affordances and constraints of synchronous communication, interaction, and collaboration, some of the different types, and the overall implications for future research and practice.
Blended Learning Research and Practice
Authors: Graham Charles R. , Halverson Lisa R. 
Published: January 2023

AbstractThe strategic integration of online and in-person learning modalities (referred to as blended learning) is becoming increasingly popular in primary, secondary, post-secondary, and corporate contexts. Some have even called blended learning (BL) the “new normal” in education. This chapter addresses five important questions for scholars interested in contributing to research in this domain. First, how are scholars defining BL? Second, what are some of the common models of BL being used in higher education and K-12 learning environments? Third, what is happening with BL research and practice in different regions of the world? Fourth, what research frameworks have been developed by BL scholars and what are other common frameworks that scholars have borrowed from other domains? Finally, the chapter overviews some of the current BL research around institutional, faculty, and student issues. The global pandemic from 2019 to 2021 has increased administrator, instructor, and student awareness and familiarity with many online learning options. It is likely that blended practices that combine both online and in-person instruction will become increasingly prevalent. Scholars will need to better understand how different blended models and pedagogical practices within those models work to improve learning outcomes, increase access and flexibility for learners, and impact cost efficiencies.
Using Social Media in Open, Distance, and Digital Education
Authors: Bozkurt Aras 
Published: January 2023

AbstractThe technology used by Open, Distance, and Digital Education (ODDE) to deliver educational content includes social media (SM), which provides many opportunities to support learning in ODDE processes. This book chapter explains the use of SM in educational processes and the use of SM as a web-based educational technology, focusing specifically on the development of web technologies and SM from the perspective of ODDE. Furthermore, the chapter explores the affordances and limitations of SM through theoretical/conceptual lenses to better understand social media and its use in ODDE. In examining the research patterns on SM, four themes emerged, suggesting SM supports ODDE learning through: (1) social communication, interaction, and collaboration in online learning communities, (2) improved engagement, motivation, and satisfaction of learners, (3) functionality as an alternative learning management system for blended courses in higher education, and (4) facilitation of networked and connectivist informal learning. With its many social features, SM can be used to assist both formal and informal learning, but there still are some issues to resolve before ODDE can fully adopt it.
Designing Online Learning Environments to Support Problem-Based Learning
Authors: Ge Xun , Huang Kun 
Published: January 2023

AbstractProblem-based learning (PBL) represents an instructional approach through which learning is gained by investigating, negotiating, and resolving meaningful problems. PBL can be challenging to implement, and the online learning ecology adds another layer of challenges as it demands effective interactions between pedagogy and technology. To inform the design of online learning environments to support PBL, this chapter presents a practical pedagogical framework to support four key aspects of PBL implementation: (1) preparation and planning, (2) design and development, (3) implementation and facilitation, and (4) assessment. Strategies, tools, and examples were drawn from the literature to address each aspect.
Dimensions of Assessment in Online and Open Education in Terms of Purpose, Function and Theory
Authors: Hickey Daniel T. , Harris Tripp , Lee Hyejeong 
Published: January 2023

AbstractThis chapter considers the assessment of learning in open, distance, and digital education. To add new insights to the extensive body of relevant prior research literature, the chapter uses two “dimensions” of assessment to summarize and extend this work. The first dimension is assessmentfunction.This includes traditionalsummativefunctions (“assessmentoflearning”), modernformativefunctions (“for learning”), and contemporarytransformativefunctions (“aslearning”). This also includes recently introducedconformativefunctions (“ascompliance”) anddeformativefunctions (“assabotage”). The second dimension istheory of learning.This includesdifferential, cognitive-associationist, cognitive-constructivist,andsituative/socioculturaltheories. This chapter pays particular attention to how these dimensions interact with each other in complex (and often unanticipated) ways, and briefly considers how they interact with two other dimensions (itemformatand assessmentlevel,as elaborated elsewhere) in open, distance, and digital education.
Synergies Among the Pillars
Authors: Hmelo-Silver Cindy E. , Jeong Heisawn 
Published: January 2023

AbstractComputer-Supported Collaborative Learning (CSCL) research has become pervasive in STEM (science, technology, engineering, and mathematics) education over the last several decades. Guided by sociocultural and social constructivist theories of learning, CSCL focuses on shared meaning making and is influenced by the three pillars of CSCL: enabling technologies, pedagogical designs, and modes of collaboration. This chapter identifies different approaches to CSCL that involve different combinations of these pillars. Based on an extensive literature review, we identify four distinct clusters that represent these different combinations. Focusing on two of these clusters, this chapter (1) identifies robust themes in this field and (2) discusses the positive outcomes associated with these aspects of CSCL. Outcomes include learning gains, process improvements, and affective outcomes. Across clusters, results demonstrate that scaffolding and feedback in different combinations are important for positive outcomes. However, feedback that is poorly timed or excessive sometimes impedes learning and affective outcomes. Moreover, different combinations are used with learners at different ages and learning goals. Designing CSCL for different learning environments requires considering the complex system of learning environments that emerge from the interaction among the learning contexts, learner characteristics, and learning activities.
Introduction to Organization, Leadership, and Change in ODDE
Authors: Paul Ross 
Published: January 2023

AbstractThis chapter provides an overview of the 11 other chapters in Section 4 of the handbook which address issues of Organisation, Leadership and Change. It pays particular attention to the impact of the Covid-19 pandemic on perceptions of ODDE, noting both the benefits of the greatly enhanced international interest in on-line learning and the negative perceptions associated with its misuse during the sudden demand for emergency remote teaching in conventional educational institutions. It envisions a blurring of distinctions between conventional and ODDE institutions with consequent opportunities for the latter. While these issues are pursued through various perspectives in the Section 4 chapters, there is a unifying theme of the critical importance of institutional leadership throughout and a concomitant focus on how leadership has to change in a rapidly evolving international context. The chapter envisions a bright future for ODDE but only if critical issues of institutional leadership are addressed and if those leading conventional institutions are made aware of the research and experience emanating from the established ODDE sector.
International Partnerships and Curriculum Design
Authors: Reiffenrath Tanja , Thielsch Angelika 
Published: January 2023

AbstractIn recent years, efforts to internationalize teaching, learning, and the curriculum using digital media have increased and (higher) education institutions around the world have embraced virtual communication and collaboration to foster and maintain international partnerships. This chapter surveys linkages between international partnerships and curriculum design. Based on concepts and designs that can help to establish virtual joint educational initiatives within the framework of international (institutional) partnerships, this chapter introduces different curriculum design models and their implications for international partnerships in order to enable readers to initiate new curriculum design processes or evaluate existing curricula with regard to the involvement of and virtual collaboration with international partners.
Introduction
Authors: Bartz Eva 
Published: January 2023

AbstractBartz & Bartz GmbH initiated the methods described in this book to achieve better results in hyperparameter tuning faster, with less effort and costs. Because, let’s face it, computational time entails a number of costs. First and foremost it entails the time of the researcher, furthermore a lot of energy. All this equals money. So if we manage to achieve better results in hyperparameter tuning in less time, everybody profits. On a larger scale the methods described may contribute a small part to address some of the challenges we face as a society.
Case Study IV: Tuned Reinforcement Learning (in Python)
Authors: Zaefferer Martin , Chandrasekaran Sowmya 
Published: January 2023

AbstractSimilar to the example in Chap. 10, which considered tuning a Deep Neural Network (DNN), this chapter also deals with neural networks, but focuses on a different type of learning task: reinforcement learning. This increases the complexity, since any evaluation of the learning algorithm also involves the simulation of the respective environment. The learning algorithm is not just tuned with a static data set, but rather with dynamic feedback from the environment, in which an agent operates. The agent is controlled via the DNN. Also, the parameters of the reinforcement learning algorithm have to be considered in addition to the network parameters. Based on a simple example from the Keras documentation, we tune a DNN used for reinforcement learning of the inverse pendulum environment toy example. As a bonus, this chapter shows how the demonstrated tuning tools can be used to interface with and tune a learning algorithm that is implemented in Python.
Tuning: Methodology
Authors: Bartz-Beielstein Thomas , Zaefferer Martin , Mersmann Olaf 
Published: January 2023

AbstractThis chapter lays the groundwork and presents an introduction to the process of tuning Machine Learning (ML) and Deep Learning (DL) hyperparameters and the respective methodology used in this book. The key elements such as the hyperparameter tuning process and measures of tunability and performance are defined. Practical considerations are presented and all the ingredients needed for successful hyperparameter tuning are explained. A special focus lies on how to prepare the data. This might be the most thorough overview presented yet.
Hyperparameter Tuning and Optimization Applications
Authors: Bartz-Beielstein Thomas 
Published: January 2023

AbstractThis chapter reflects on advantages and sense of use of Hyperparameter Tuning (HPT) and its disadvantages. In particular it shows how important it is, to keep the human in the loop, even if HPT works perfectly. The chapter presents a collection of HPT studies. First, HPT applications in Machine Learning (ML) and Deep Learning (DL) are described. A special focus lies on automated ML, neural architecture search, and combined approaches. HPT software is presented. Finally, model based approaches, especially applications with Sequential Parameter Optimization Toolbox (SPOT) are discussed.
Exploring Malaysia’s 2021 Budget through Corpus-Assisted Discourse Studies: (De)legitimation in Online News
Authors: Joharry Siti Aeisha , Kasmani Mohd Faizal 
Published: January 2023

AbstractThis chapter examines how a particular social event, Malaysia’s 2021 budget is reported inThe Star Online. It aims to analyse the discourse surrounding the budget through use of corpus-assisted discourse studies (CADS). Using corpus linguistic techniques, a specialised corpus is firstly compiled of the phrase ‘Budget 2021’ inThe Star Onlinefrom one month before and after Parliament passed the budget on 26 November 2020. A total of 889 articles ranging from a number of sections (e.g. Nation, Letters, and Business) were identified from the website that resulted in 339,651 words. Standard corpus methods were employed namely, the investigation of frequency lists, collocational patterns as well as examining the corpus in more detail via concordance. Findings from the Budget 2021 corpus show patterns of how language is used to describe, explain as well as oppose a political issue like the national budget, which may influence how governance achieves legitimacy in the eyes of the public. It also reveals how discursive meanings can be viewed in a more systematic way.
Legitimising Governance Through Vocational Roles: A Conceptual Metaphor Analysis of Budget Speeches
Authors: Rashid Ali Farrah Diebaa , Awab Su’ad 
Published: January 2023

AbstractAlthough on opposing political spectrums, Barisan Nasional (BN) and Pakatan Harapan (PH) legitimised their presence through several vocational roles. These roles were not overtly mentioned, but their use can be unveiled by a conceptual metaphor analysis. This chapter analyses eleven supply bills or better known to Malaysians as budget speeches presented by two Ministers of Finance, Najib Razak (2010–2018) from BN and Lim Guan Eng (2019–2020) from PH. The analysis was informed by conceptual metaphor theory (Lakoff and Johnson, 1980) and membership categorisation analysis (Sacks, 1995). Whilst BN constructed 39 vocational roles for itself, PH had 16 roles. The two coalitions share a preference for certain roles, such as GOVERNMENT IS GENERAL/SOLDIER and GOVERNMENT IS DOCTOR, but BN also favours GOVERNMENT IS CAPTAIN. Both BN and PH legitimise their governance by representing themselves as hero-like-authoritative figures who can handle multiple vocational roles. These roles are played out in narratives highlighting the government’s authority, value systems and ideologies.