ethanporcaro/eric-fulltext-meta huggingface dataset:
Challenges for Successful Planning of Open and Distance Learning (ODL) : A Template Analysis
Author: Minnaar, Ansie
Date: 2013-07-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Virtual Classrooms,Barriers,Performance Factors,Technology Planning,Educational Planning,Higher Education,Strategic Planning,Best Practices,Program Development,Program Implementation,Program Design,Instructional Development,Design Requirements,Educational Technology,Change Strategies

How to plan an open and distance learning (ODL) unit in higher education is not clearly described in the literature. A number of ODL facilities at residential universities have not been successful because of a lack of planning or because of failure to ensure that all the different systems for ODL delivery were in place and functioning. This paper sheds light on how to plan strategically and how to implement an ODL unit at an existing university. A template analysis was used to construct a road map for ODL planners. We used this analytical tool to organise data from a large collection of articles, books, and documents from 1980-2010. We purposefully chose template analysis as a document analysis process to foster the recurring themes found in published articles on planning and implementing ODL facilities in higher education. The results indicate four main strategies for successful implementation of an ODL unit. The template consists of strategic planning, policies, systems, and challenges. It was concluded that the template for ODL planning offers new insight into distance education. It could be used as a foundation for ODL planning, implementation, monitoring, and evaluation. We recommend further research on the template with the aim of theory construction for ODL planning and implementation.
Addressing the Needs of Diverse Distributed Students
Author: Shimoni, Rena
Date: 2013-07-00
Type: Journal Articles
Subjects: Student Needs,Special Needs Students,Student Diversity,Best Practices,Online Surveys,Focus Groups,Interviews,Delivery Systems,Postsecondary Education,Foreign Countries,Electronic Learning,Distance Education,Change Strategies,Knowledge Management,Policy Analysis,Needs Assessment,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Employee Attitudes,Academic Support Services,Developmental Studies Programs

Two interrelated studies were undertaken to assist Alberta post-secondary institutions with meeting challenges associated with providing services to diverse distributed students that are of similar quality to services provided to traditional classroom students. The first study identified and assessed best practices in distributed learning; the second refined the focus to students who were identified as members of diverse sub-groups. Research activities for the studies included: a comprehensive literature review of best practice in distributed service delivery; an online survey for students enrolled in distributed learning through eight colleges and technical institutes; staff and student focus groups; and interviews with students, front-line staff, senior post-secondary administrators, and representatives from provincial government and community organizations. Findings highlight impressions and experiences in relation to best practice criteria for service delivery in distributed learning, along with &quot;best practices behind the best practices&quot; that facilitate the adoption and improvement of distributed service delivery.
Do UOC Students Fit in the Net Generation Profile? An Approach to their Habits in ICT Use
Author: Romero, Marc
Date: 2013-07-00
Type: Journal Articles
Subjects: Generational Differences,Technology Uses in Education,Profiles,Computer Use,Use Studies,Study Habits,Student Characteristics,Influence of Technology,Technological Literacy,Familiarity,Learning Strategies,College Students,Foreign Countries,Case Studies,Electronic Learning,Social Networks,Online Surveys,Student Attitudes,Computer Attitudes,Investigations

Some authors have stated that university students born after 1982 have been profoundly influenced by digital technologies, showing different characteristics when compared to previous generations. However, it is worth asking if that is a current observable phenomenon. Are those students born after the 80s really more familiar with ICT tools than those born in previous generations? Do they show different study habits and learning paths? Different research lines (Kennedy, et al., 2010; Bennett, Maton, &amp; Kervin, 2008; Gros, Garcia, &amp; Escofet, 2012) highlight that scientific data is rarely used when discussing this generation's characteristics; however, none of them have proved in statistical terms that college students do not fit in the Net Generation characteristics and that their habits of ICT use in social and professional activities do not differ from older generations. The international research project, Digital Learners in Higher Education, seeks to develop a sophisticated and evidence-based understanding of university learners in different institutional contexts and the perception of cultures in their use of technology in a social and educational context. Data has been collected from four institutions in Canada and Spain: the British Columbia Institute of Technology, the University of Regina, the Open University of Catalonia (UOC), and the University Rovira i Virgili. In order to develop this project, we used a multi-case study embedded design (Yin, 2009). The UOC's case is deeply analysed in this paper to affirm that the Net Generation is more speculative than real and that includes students' perception about this phenomenon, and guidelines are proposed in an eLearning context.
Rethinking OER and Their Use: Open Education as Bildung
Author: Deimann, Markus
Date: 2013-07-00
Type: Journal Articles
Subjects: Open Education,Educational Practices,Educational Theories,Open Source Technology,Concept Formation,Educational Change,Self Actualization,Online Courses,Distance Education,Electronic Learning,Educational Development,Transformative Learning,Educational Research,Educational Innovation,Open Universities

Despite the recent increases of interest in open education, notably in massive open online courses (MOOCs) (Fini, 2009), it has been continuously asserted that this form of social knowledge production lacks a philosophical or theoretical foundation (Vandenberg, 1975). Similar accusations have been made with respect to distance education, such as being slow to engage with critical debates in theory and research (Evans &amp; Nation, 1992). In a similar vein, Danaher, Wyer, and Bartlett (1998) claim that researchers in open and distance learning tend to draw on too narrow a range of theoretical resources in their research. Given the considerable rise of open education over recent years, these critical appraisals urge us to expand theoretical approaches and refine our understanding of evolving pedagogical and technological relations (cf. Bell, 2011). In this paper, we contribute to debates surrounding open education and open educational resources by introducing the concept of &quot;Bildung&quot; (self-cultivation, self-realization) as a powerful reflective tool and framework for approaching open education. We will elaborate on the potentials of Bildung by reviewing the history of the concept and exploring the extent to which Bildung can provide open education with a theoretical framework. Our focus is not exclusively on open educational resources (OER): We follow other commentators (Mackey &amp; Jacobson, 2011, p. 62; cf. Weller, 2011) who argue that &quot;openness&quot; in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content. We also argue that the beliefs and values associated with Bildung--including autonomy, critical reflection, inclusivity, and embracing the potential for self-development--are suitable for providing a theoretical framework for open education as well as providing a critical lens through which to assess contemporary models of education (e.g., Liessmann, 2006).
Motives for Lifelong Learners to Choose Web-Based Courses
Author: Mahieu, Ron
Date: 2013-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Web Based Instruction,Educational Technology,Technology Uses in Education,Gender Differences,Age Differences,Child Rearing,Student Motivation,Distance Education,Internet,Foreign Countries,College Students,Questionnaires,Nontraditional Students,Course Content,Economic Factors,Factor Analysis

Due to societal changes there is a growing need for distant and adult learning. The reason to participate in education and the choices that students make may differ. In this study the factors age, gender, rate of studies and parenthood have been analysed in order to see how these relate to different motivational factors for choosing a web-based course. The data has been based on a questionnaire, covering 1270 beginner students in the spring semester of 2011 and contains their background characteristics and items focusing on their motives. These could be categorized into four different motives: (1) Format, (2) Content, (3) Economic, and (4) Curiosity. The results showed that Format was regarded as the most important factor for choosing an Internet-based course, followed by Content, Curiosity and the Economic factor. Furthermore, group differences were investigated with respect to age, gender, parenthood and rate of study. The findings show that distant education fulfils an important function for mature students, women and students with children. These groups presumably consider the flexibility that web-based courses provide advantageous. Family situations or working-life obligations may contribute to this. Changes in people's working lives are likely to continue, which presumably increases the demand for flexible learning situations.
Interaction, Critical Thinking, and Social Network Analysis (SNA) in Online Courses
Author: Thormann, Joan
Date: 2013-07-00
Type: Journal Articles
Subjects: Critical Thinking,Social Networks,Network Analysis,Online Courses,Interaction,Constructivism (Learning),Special Education,Technology Uses in Education,Facilitators (Individuals),Cohort Analysis,Discussion (Teaching Technique),Group Discussion,Distance Education,Peer Teaching,Inservice Teacher Education,Elementary Secondary Education,Teaching Methods,Correlation,Computer Mediated Communication,Student Role,Graduate Study

This study tried to ascertain a possible relationship between the number of student moderators (1, 2, and 3), online interactions, and critical thinking of K-12 educators enrolled in an online course that was taught from a constructivist approach. The course topic was use of technology in special education. Social network analysis (SNA) and measures of critical thinking (Newman, Webb, &amp; Cochrane, 1995) were used to research and assess if there was a difference in interaction and critical thinking between 1, 2, or 3 student moderators who facilitated a forum discussion of an assignment in an online course. The same course was repeated over three years. Each year either 1, 2, or 3 students moderated. The analysis indicated more discussion per non-moderating student with the three student moderated group. Using SNA we found that there was only one noticeable difference among the three groups which was in the value of network centralization. Using critical thinking measures the three student moderator group scored higher in five of the eight critical thinking categories. Variations in instructor presence in the online courses may have influenced these findings.
Development of Reflective Thinking through Distance Teacher Education Programs at AIOU Pakistan
Author: Buzdar, Muhammad Ayub
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Reflection,Distance Education,Teacher Education Programs,Open Universities,Questionnaires,Critical Thinking

The current study aims to investigate the possibilities of developing reflective thinking among learners through distance education programs. The case of Allama Iqbal Open University (AIOU) Islamabad, Pakistan is examined to achieve this task. The study is based on Mezirow's theory of reflective thinking, which divides thinking in four categories. The &quot;Questionnaire of Reflective Thinking&quot; (&quot;QRT&quot;) developed by Kember et al. (2000) based on Mezirow (1991) was administered to 450 AIOU students. The thinking and learning practices of students governed by their habitual actions, understanding, reflection, and critical reflection are statistically examined to meet the research objectives. Findings reveal that AIOU teacher education programs have a stronger tendency to promote understanding and reflective thinking among learners. The need to integrate content for developing critical reflection among learners is highlighted. The study also discovers the significant impacts of students' job status and previous qualifications on their thinking patterns.
First Year Chemistry Laboratory Courses for Distance Learners: Development and Transfer Credit Acceptance
Author: Brewer, Sharon E.
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Distance Education,College Freshmen,Laboratory Training,Chemistry,Blended Learning,Instructional Design,Credits,Learning Modules,Curriculum Development,Instructional Development,Science Experiments,Science Process Skills,Science Course Improvement Projects,Student Evaluation,Evaluation Methods,Program Effectiveness,Foreign Countries,Teaching Methods,Educational Practices,Educational Technology

In delivering chemistry courses by distance, a key challenge is to offer the learner an authentic and meaningful laboratory experience that still provides the rigour required to continue on in science. To satisfy this need, two distance general chemistry laboratory courses appropriate for Bachelor of Science (B.Sc.) students, including chemistry majors, have been recently developed at Thompson Rivers University. A constructive alignment process was employed which clearly mapped learning outcomes and activities to appropriate assessment tools. These blended laboratory courses feature custom, home experimental kits and combine elements of online and hands-on learning. The courses were designed for flexible continuous enrollment and provide online resources including tutor support, instructional videos, lab report submission, and student evaluation. The assessment of students includes laboratory reports, safety quizzes, reflective journaling, digital photo documentation, and invigilated written and online practical exams. Emphasizing the quality and rigour in these distance laboratory learning experiences allowed both courses to be accepted for B.Sc. transfer credit by other institutions, an important criterion for students. This paper will outline the design and development process of these new blended laboratory courses, their course structures and assessments, and initial student results.
Enhancing Motivation in Online Courses with Mobile Communication Tool Support: A Comparative Study
Author: Chaiprasurt, Chantorn
Date: 2013-07-00
Type: Journal Articles
Subjects: Telecommunications,Educational Technology,Handheld Devices,Computer Mediated Communication,Technology Uses in Education,Online Courses,Student Motivation,Relevance (Education),Cooperative Learning,Foreign Countries,Undergraduate Students,Comparative Analysis,Attention,Satisfaction,Self Esteem,Electronic Publishing

Mobile technologies have helped establish new channels of communication among learners and instructors, potentially providing greater access to course information, and promoting easier access to course activities and learner motivation in online learning environments. The paper compares motivation between groups of learners being taught through an online course based on an e-learning system with and without the support of mobile communication tools, respectively. These tools, which are implemented on a mobile phone, extend the use of the existing Moodle learning management system (LMS) under the guidance of a mobile communication tools framework. This framework is considered to be effective in promoting learner motivation and encouraging interaction between learners and instructors as well as among learner peers in online learning environments. A quasi-experimental research design was used to empirically investigate the influence of these tools on learner motivation using subjective assessment (for attention, relevance, confidence, satisfaction, and social ability) and objective assessment (for disengagement, engagement, and academic performance). The results indicate that the use of the tools was effective in improving learner motivation, especially in terms of the attention and engagement variables. Overall, there were statistically significant differences in subjective motivation, with a higher level achieved by experimental-group learners (supported by the tools) than control-group learners (unsupported by the tools).
Online Learner Self-Regulation: Learning Presence Viewed through Quantitative Content- and Social Network Analysis
Author: Shea, Peter
Date: 2013-07-00
Type: Journal Articles
Subjects: Social Networks,Network Analysis,Content Analysis,Metacognition,Correlation,Electronic Learning,Blended Learning,Graduate Students,Classroom Communication,Computer Mediated Communication,Statistical Analysis,Online Courses,Learning Strategies,Student Behavior,Communities of Practice,Group Discussion,Facilitators (Individuals),Student Role,Interaction,Student Journals

This paper presents an extension of an ongoing study of online learning framed within the community of inquiry (CoI) model (Garrison, Anderson, &amp; Archer, 2001) in which we further examine a new construct labeled as &quot;learning presence.&quot; We use learning presence to refer to the iterative processes of forethought and planning, monitoring and adapting strategies for learning, and reflecting on results that successful students use to regulate their learning in online, interactive environments. To gain insight into these processes, we present results of a study using quantitative content analysis (QCA) and social network analysis (SNA) in a complementary fashion. First, we used QCA to identify the forms of learning presence reflected in students' public (class discussions) and more private (learning journals) products of knowledge construction in online, interactive components of a graduate-level blended course. Next, we used SNA to assess how the forms of learning presence we identified through QCA correlated with the network positions students held within those interactional spaces (i.e., discussions and journals). We found that the students who demonstrated better self- and co-regulation (i.e., learning presence) took up more advantageous positions in their knowledge-generating groups. Our results extend and confirm both the CoI framework and previous investigations of online learning using SNA.
Looking Out and Looking In: Exploring a Case of Faculty Perceptions during E-Learning Staff Development
Author: Esterhuizen, Hendrik Daniel
Date: 2013-07-00
Type: Reports - Research
Subjects: Staff Development,Electronic Learning,Teacher Attitudes,Technology Integration,Foreign Countries,Case Studies,Questionnaires,Interviews,Longitudinal Studies,Observation,Facilitators (Individuals),Mixed Methods Research,Transformative Learning,Technology Uses in Education,Educational Practices

This explorative study captured the perceptions of faculty members new to technology enhanced learning and the longitudinal observations of the e-learning manager during dedicated professional development in order to compile a socially transformative emergent learning technology integration framework for open and distance learning at the School of Continuing Teacher Education at North-West University, South Africa. A pragmatic approach guided the bounded case study. The study followed a fully mixed sequential equal status design of mixing sequential qualitative and quantitative findings. Data collection strategies concern a custom-made questionnaire, interviews with faculty members, and longitudinal observations by the e-learning manager. The first phase uncovered 34 qualitative codes. After quantitating of the data, a t-test indicated significant differences for 17 variables between faculty perceptions and observations of the e-learning manager. Ward's method of Euclidean distances grouped the variables into five clusters according to the researchers' paradigm of &quot;looking in&quot; and &quot;looking out&quot; from the development context. The clusters formed the basis of a model for faculty development towards socially transformative learning technology integration for open distance learning. The five aspects of the model comprise (i) the environment in which faculty members should gain support from the institution; (ii) the environment in which faculty have to address the realities of adopting TEL; (iii) human factors relating to the adoption of TEL; (iv) concerns and reservations about the use of TEL; and (v) continuing professional development needs, expectations, and motivators. The sustainable integration of ICT into higher education institutions remains a major challenge for the adoption of TEL.
Pedagogical Roles and Competencies of University Teachers Practicing in the E-Learning Environment
Author: Munoz Carril, Pablo Cesar
Date: 2013-07-00
Type: Journal Articles
Subjects: Teacher Role,Teacher Responsibility,Electronic Learning,Educational Practices,Virtual Classrooms,Literature Reviews,Pedagogical Content Knowledge,Faculty Development,Educational Needs,Ability Identification,Knowledge Level,Familiarity,Online Surveys,Questionnaires,Needs Assessment,Foreign Countries,Teaching Skills,Teacher Surveys,Teacher Competencies,Teacher Competency Testing

Identifying the roles and competencies of faculty performing in virtual environments is crucial to higher education institutions in order to build a common frame for teaching and training initiatives. One of the goals of this study is to identify and systematize faculty's roles through a review of the most representative surveys. There has also been an effort to identify competencies associated to every role, with an emphasis on those of the pedagogical scope, by means of a focus group. Furthermore, a cross-sectional survey with 166 faculty participants has been conducted in order to identify faculty's level of proficiency on the pedagogical competencies and the interest in training programs. Teacher perceptions on both these aspects constitutes a relevant reference for the design of faculty training programs. Results reveal that content drafting is the aspect in which the subjects declare the highest level of proficiency as opposed to assessment. Faculty also appear to be willing to improve their training, being aware of the changes and requirements entailed by e-learning.
The Experience of a Distance Learning Organization in a Private Higher Educational Institution in the Republic of Tatarastan (Russia): From Idea to Realization
Author: Akhmetova, Daniya
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Distance Education,Private Colleges,Professional Education,Computer Uses in Education,Integrated Learning Systems,International Programs,Electronic Learning,Educational Development

The article is devoted to the unique experience of distance learning development in the conditions of Russian reality. The model of distance learning in the Institute of Economics, Management and Law (Kazan city, Russia) is created on the basis of educational sphere diagnosis taking into account foreign and Russian experience. The specificity of the model is the permanent diagnosis of the components of the educational environment such as teacher qualifications, level of students' actual knowledge, filling the educational process with information technologies, availability and quality of electronic resources, the correct choice of learning technologies, and policy in the field of the computerization of the professional education process.