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Building resilience in education systems post-COVID-19 Distance Education (IF 1.702) Pub Date : 2021-02-21 Som Naidu
(2021). Building resilience in education systems post-COVID-19. Distance Education: Vol. 42, No. 1, pp. 1-4.
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Community and connectedness in online higher education: a scoping review of the literature Distance Education (IF 1.702) Pub Date : 2021-02-14 Jesús Trespalacios, Chareen Snelson, Patrick R. Lowenthal, Lida Uribe-Flórez, Ross Perkins
ABSTRACT Community and connectedness are important concepts in online higher education. However, researchers debate how they are defined, operationalized, or enacted in practice. A scoping study was conducted to review the research literature on the extent, range, and nature of research in community and connectedness in online higher education. A total of 66 studies published from 2001 through 2018
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Temporal flexibility, gender, and online learning completion Distance Education (IF 1.702) Pub Date : 2021-02-08 George Veletsianos, Royce Kimmons, Ross Larsen, Jacob Rogers
ABSTRACT Flexible learning removes barriers relating to time, place, and pace. While time management skills have been identified as necessary for learners to take advantage of flexible learning, relatively little is known about the temporal dimensions of flexible learning and how gender might relate to temporal flexibility and its perceived benefits. To address this gap, we analyzed data from 380,000
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Preservice teachers’ motivation profiles, self-regulation, and affective outcomes in online learning Distance Education (IF 1.702) Pub Date : 2021-02-08 Moon-Heum Cho, Jongpil Cheon, Seongmi Lim
ABSTRACT The purpose of this study was to examine the relationship between motivation profiles and self-regulation in online students and self-regulation as a predictor of affective learning outcomes, depending on students’ motivation profiles. A total of 556 online preservice teachers participated in this study at a university in the United States of America. Cluster analyses yielded three subgroups
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Student privacy issues in online learning environments Distance Education (IF 1.702) Pub Date : 2021-01-26 Bo Chang
ABSTRACT This study explored student privacy issues in online learning environments. Vignettes are used to present the various privacy scenarios occurred in online learning environment. The study showed that there are direct legal ramifications of concern to students, as a result of sharing individual grades among group members and providing public feedback in blogs. Other privacy issues occurred in
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Instructional designers’ roles in emergency remote teaching during COVID-19 Distance Education (IF 1.702) Pub Date : 2021-01-27 Jingrong Xie, Gulinna A, Mary F. Rice
ABSTRACT During the spring of 2020, institutions of higher education (IHEs) closed their buildings but continued to offer instruction through emergency remote teaching procedures in the United States of America. Although students and teaching faculty received much attention for their mutual under preparedness for remote learning using online tools, instructional designers at IHEs were working to support
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Combining and managing work-family-study roles and perceptions of institutional support Distance Education (IF 1.702) Pub Date : 2021-01-31 Rajvinder Samra, Philippa Waterhouse, Mathijs Lucassen
ABSTRACT Students registering for distance education degree-level study frequently cite flexibility as a factor influencing their choice for this mode of study, but little is known about how students manage simultaneous and/or potentially conflicting roles. This study used a self-report open-ended online survey, completed by 348 tertiary-level final-year undergraduate distance students in the United
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Impacts of course activities on student perceptions of engagement and learning online Distance Education (IF 1.702) Pub Date : 2021-01-28 Chia-Lin Tsai, Heng-Yu Ku, Ashlea Campbell
ABSTRACT The purpose of the study was to examine the impacts of course activities on student perceptions of engagement and learning in online courses. Using eight interactive course activities as indicators of course interactivity, we conducted a latent profile analysis to cluster students into different groups. Based on students’ perceptions, we observed three distinct groups of instructional contexts:
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Can lecture capture contribute to the development of a community of inquiry in online learning? Distance Education (IF 1.702) Pub Date : 2021-02-01 Anna K. Wood, Kate Symons, Jean-Benoit Falisse, Hazel Gray, Albert Mkony
ABSTRACT This paper presents findings from a study into the value of lecture captures for online postgraduate courses. There has been little scrutiny of the role of on-campus lecture capture in online courses. We addressed this gap by exploring online distance learning students’ perceptions of lecture captures through the lens of the community of inquiry framework. We found that students were enthusiastic
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Students’ perceptions of the peer-feedback experience in MOOCs Distance Education (IF 1.702) Pub Date : 2021-02-10 Julia Kasch, Peter van Rosmalen, Ansje Löhr, Roland Klemke, Alessandra Antonaci, Marco Kalz
ABSTRACT Various studies advocate training students prior to a peer-feedback activity to ensure high quality of feedback. Next to investing in students’ peer-feedback skills, it is important to focus on the underlying perceptions since perceptions influence learning behavior. We implemented an online peer-feedback training session in a massive open online course and examined students’ perceptions of
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Student learning during COVID-19: It was not as bad as we feared. Distance Education (IF 1.702) Pub Date : 2021-02-10 Kyungmee Lee, Mik Fanguy, Xuefei Sophie Lu, Brett Bligh
ABSTRACT While much is discussed of the challenges that educators and their institutions have been facing during COVID-19, there is little reported about how students have been coping with the challenges. In this short piece, we present preliminary data on university students’ perceptions of online learning and teaching during the pandemic. Our findings from a student course satisfaction survey, conducted
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The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy Distance Education (IF 1.702) Pub Date : 2021-02-01 Robert Bromber
(2021). The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy. Distance Education: Vol. 42, No. 1, pp. 173-176.
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Instructional designers’ roles in emergency remote teaching during COVID-19 Distance Education (IF 1.702) Pub Date : 2021-01-27 Jingrong Xie, Gulinna A, Mary F. Rice
ABSTRACT During the spring of 2020, institutions of higher education (IHEs) closed their buildings but continued to offer instruction through emergency remote teaching procedures in the United States of America. Although students and teaching faculty received much attention for their mutual under preparedness for remote learning using online tools, instructional designers at IHEs were working to support
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It is the worst—and the best—of times! Distance Education (IF 1.702) Pub Date : 2020-11-03 Som Naidu
(2020). It is the worst—and the best—of times! Distance Education: Vol. 41, No. 4, pp. 425-428.
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Social presence and online discussions: a mixed method investigation Distance Education (IF 1.702) Pub Date : 2020-11-03 Patrick R. Lowenthal, Joanna C. Dunlap
ABSTRACT Researchers have been investigating social presence in online learning for decades. However, despite this continued research, questions remain about the nature and development of social presence. The purpose of this mixed method exploratory case study was to investigate how social presence is established in online discussion forums in an asynchronous online course. The results suggest that
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Educational distancing Distance Education (IF 1.702) Pub Date : 2020-10-05 Jon Baggaley
ABSTRACT The spread of the coronavirus (COVID-19) is placing impossible demands on distance education. With the closure of schools and colleges, teachers are being given only weeks to put their courses online regardless of their lack of online experience and support facilities. In the United States of America, international students who fail to continue their studies online have been threatened with
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How should we respond to the life-altering crises that education is facing? Distance Education (IF 1.702) Pub Date : 2020-09-30 George Veletsianos
ABSTRACT Prior literature suggests that to address the problems facing education, researchers and practitioners of online and flexible learning should avoid placing too much emphasis on the potential of technology and consult the history and literature of the field. In this reflective article, I argue that in addition to these activities, we should expand our efforts to broaden the reach and impact
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Role of gender and social context in readiness for e-learning in Saudi high schools Distance Education (IF 1.702) Pub Date : 2020-09-29 Ibrahim Mutambik, John Lee, Abdullah Almuqrin
ABSTRACT There is limited evidence of the effects of culture and context on student readiness for e-learning, and how these might interact with gender. This study addresses this gap by studying the effect of culture and context on the readiness of high school students to use e-learning in a unique setting: an education system in which male and female students are educated separately. A mixed methods
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Understanding vicarious participation in online language learning Distance Education (IF 1.702) Pub Date : 2020-09-28 Christine Pleines
ABSTRACT Online learning environments afford opportunities for participation and equally offer a new perspective on engaging vicariously. Drawing on the concept of vicarious learning and taking account of the roles of input and interaction for language development, this paper reports on an enquiry into students’ retrospective use of recorded group tutorials. It is the first to investigate in what ways
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The Self-Efficacy Questionnaire for Online Learning (SeQoL) Distance Education (IF 1.702) Pub Date : 2020-09-28 Chia-Lin Tsai, Moon-Heum Cho, Rose Marra, Demei Shen
ABSTRACT The purpose of this study was to examine the psychometric properties of the Self-Efficacy Questionnaire for Online Learning (SeQoL; Shen et al., 2013). Using two samples of college students, this study examined evidence of construct validity, concurrent validity, convergent validity, and reliability for the SeQoL. Confirmatory factor analysis and latent profiles analysis were conducted to
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Faculty caring behaviors in online nursing education: an integrative review Distance Education (IF 1.702) Pub Date : 2020-09-28 Kate Jones, Phyllis Raynor, Vera Polyakova-Norwood
ABSTRACT As online programs for nursing education continue to grow, nursing faculty must develop strategies for engaging with and supporting students in this form of distance learning. The concept of caring, which is central to nursing education, overlaps with teaching and social presence concepts from the community of inquiry model in education. After reviewing both distance education and nursing
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Assessment strategies for online learning: Engagement and authenticity Distance Education (IF 1.702) Pub Date : 2020-09-28 Hannah Knott
(2020). Assessment strategies for online learning: Engagement and authenticity. Distance Education: Vol. 41, No. 4, pp. 600-603.
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Mental distress and its relationship to distance education students’ work and family roles Distance Education (IF 1.702) Pub Date : 2020-09-27 Philippa Waterhouse, Rajvinder Samra, Mathijs Lucassen
ABSTRACT To date, research concerning the work-family-study interface remains limited and has focused on younger students enrolled in campus-based courses. In this study, we used self-reported data from 318 distance education final-year undergraduates to examine, first of all, the associations between students’ levels of mental distress with their work and family roles. Secondly, we examined the associations
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Pandemic ponderings, 30 years to today: synchronous signals, saviors, or survivors? Distance Education (IF 1.702) Pub Date : 2020-09-27 Curtis J. Bonk
ABSTRACT The mandate for K-12 and higher education instructors to teach online during the COVID-19 pandemic resulted in a wide range of experiences, preferences, challenges, complaints, and successes; especially in terms of synchronous forms of instruction. For much of 2020, many educators hesitantly and nervously transitioned to online environments while praising synchronous tools like Zoom as professional
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Evaluating videoconferencing systems for the quality of the educational experience Distance Education (IF 1.702) Pub Date : 2020-09-27 Ana-Paula Correia, Chenxi Liu, Fan Xu
ABSTRACT This study analyzed four widely used videoconferencing systems: Zoom, Skype, Microsoft Teams, and WhatsApp. Using experiential e-learning as the framework for analysis, this study examined the systems’ general characteristics, learning-related features, and usability. We conducted an analytical evaluation and analyzed system features in regard to their impact on the quality of the online educational
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Anti-oppressive pedagogies in online learning: a critical review Distance Education (IF 1.702) Pub Date : 2020-08-03 María Migueliz Valcarlos, Jennifer R. Wolgemuth, Samantha Haraf, Nathan Fisk
ABSTRACT Alongside the increasing popularity of distance education is a growing body of literature on anti-oppressive pedagogies (Breunig, 2009). Our critical review of literature explored and critiqued how educators enact anti-oppressive pedagogies in online classrooms. Our search and screen process yielded 2952 studies and a final set of 10 that met our inclusion and exclusion criteria. Four findings
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Alternative lifeworlds on the Internet: Habermas and democratic distance education Distance Education (IF 1.702) Pub Date : 2020-08-03 Shantanu Tilak, Michael Glassman
ABSTRACT Current distance education practices can be susceptible to the types of content-heavy, top-down instruction often seen in physical classrooms. These practices are similar to the activities of corporations, which use recommendation systems and game theory to mold the public sphere and fragment it. We propose that free knowledge creation through open, multichannel communication needs to be used
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Cross-cultural online encounters with peers from different countries Distance Education (IF 1.702) Pub Date : 2020-08-03 Dolly Eliyahu-Levi
ABSTRACT Multicultural dialogue has an important socio-educational role in light of demographic changes. Research shows that attracting international students to campus or sending them abroad is not enough (Ashwill, 2004; de Hei et al., 2019). Therefore, the higher education system should design programs that expose students to international contexts (Fabregas et al., 2014; Roorda et al., 2011). The
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A critical reconceptualization of faculty readiness for online teaching Distance Education (IF 1.702) Pub Date : 2020-08-03 Ramona Maile Cutri, Juanjo Mena
ABSTRACT Online courses are mainstream throughout higher education. This pattern has been accelerated, temporarily or permanently, due to the coronavirus pandemic (Allen & Seaman, 2016; Arum & Stevens, 2020; Garrison, 2011). Tenure-track and contingent faculty’s willingness to teach online serves students, but little research critiques the forces that produce and constrain faculty’s efforts. Even the
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Distance education across critical theoretical landscapes: touchstones for quality research and teaching Distance Education (IF 1.702) Pub Date : 2020-08-03 Mary Frances Rice, Patrick R. Lowenthal, Xeturah Woodley
(2020). Distance education across critical theoretical landscapes: touchstones for quality research and teaching. Distance Education: Vol. 41, Distance education across critical theoretical landscapes: touchstones for quality research and teaching, pp. 319-325.
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Developing lifelong learning with heutagogy: contexts, critiques, and challenges Distance Education (IF 1.702) Pub Date : 2020-08-03 Robert L. Moore
ABSTRACT This systematic review investigated the contexts, critiques, and challenges of using heutagogy (Hase & Kenyon, 2000), an emerging instructional approach that emphasizes the self-determination of learners, to develop lifelong learners. A total of 33 peer-reviewed publications published between 2000 and 2019 were aggregated and synthesized, and findings explored the role that technology played
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Critical Questions for Open Educational Practices Distance Education (IF 1.702) Pub Date : 2020-06-11 Suzan Koseoglu, Aras Bozkurt, Leo Havemann
(2020). Critical Questions for Open Educational Practices. Distance Education: Vol. 41, Critical Questions for Open Educational Practices, pp. 153-155.
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Open educational practices (OEP) in the design of digital competence assessment Distance Education (IF 1.702) Pub Date : 2020-06-11 Marcelo Fabián Maina, Gema Santos-Hermosa, Federica Mancini, Lourdes Guàrdia Ortiz
ABSTRACT This article presents the implementation of an assessment model for generic competences in K-12 enabled by open educational practices. It showcases a digital competence assessment model that outlines the design of competence assessment scenarios constructed by means of a collaborative process involving teachers from six European countries, learning designers, and researchers. Our study draws
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Supporting open educational practices through open textbooks Distance Education (IF 1.702) Pub Date : 2020-05-25 Rebecca (Beck) Pitt, Katy Jordan, Beatriz de los Arcos, Robert Farrow, Martin Weller
ABSTRACT There has been little research into the impact of textbook costs on higher education in the United Kingdom. To better understand textbook use patterns and the issues faced by UK students and educators the UK Open Textbooks Project (2017–2018, http://ukopentextbooks.org/)) conducted quantitative survey research with United Kingdom educators in September 2018. This article reports on the findings
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Open educational practices of MOOC designers: embodiment and epistemic location Distance Education (IF 1.702) Pub Date : 2020-05-25 Taskeen Adam
ABSTRACT This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers
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The soul behind the screen:understanding cultural enrichment as a motivation of informal MOOC learning Distance Education (IF 1.702) Pub Date : 2020-05-25 Conchúr Mac Lochlainn, Mairéad Nic Giolla Mhichíl, Elaine Beirne, Mark Brown
ABSTRACT This article explores the role of culture and the concept of openness as they relate to learning using a massive open online course which teaches the Irish language and Irish culture to learners around the world. It explores how best to describe the meaning of such learning, and the social, material, and relational tensions that exist in such provision. Using a qualitative case study design
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Openness reexamined: teachers’ practices with open educational resources in online language teaching Distance Education (IF 1.702) Pub Date : 2020-05-25 Hélène Pulker, Agnes Kukulska-Hulme
ABSTRACT Open educational practices (OEP) as a research field is relatively new. One aspect that has received limited attention is the impact of using open educational resources (OER) on the development of OEP. This article, based on a doctoral study (Pulker, 2019), considers teachers’ activities when reusing and adapting OER, with a view to providing evidence of reuse and understanding whether these
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Affordances, challenges, and impact of open pedagogy: examining students’ voices Distance Education (IF 1.702) Pub Date : 2020-05-18 Evrim Baran, Dana AlZoubi
ABSTRACT Open pedagogy has emerged as an important teaching and learning practice while the current global open education resources movement has developed. The present research addresses the need to develop and conceptualize open pedagogy models in higher education contexts. This case study examined student perspectives on the affordances, challenges, and impact of an open pedagogy approach implemented
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Ascertaining impacts of capacity building in open educational practices Distance Education (IF 1.702) Pub Date : 2020-05-18 Shironica P. Karunanayaka, Som Naidu
ABSTRACT Interest in the adoption of open educational practices (OEP) is growing, and the strongest arguments in its favor are that the adoption of such practices has the best chances of making education affordable and accessible to all. However, engagement with such practices requires the adoption of a fundamentally different set of beliefs and value systems about the role of education and educational
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Social annotation enabling collaboration for open learning Distance Education (IF 1.702) Pub Date : 2020-05-12 Jeremiah H. Kalir
ABSTRACT Collaboration is a conceptually ambiguous aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests collaboration be defined and studied as a distinct open educational practice. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective
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Who opens online distance education, to whom, and for what? Distance Education (IF 1.702) Pub Date : 2020-05-03 Kyungmee Lee
ABSTRACT In the previous era of open educational practices (OEP) based around distance teaching, its actors and their target group were clear to define: open universities and disadvantaged learners. In this new era of OEP linked to digitalized open educational resources, there are multiple actors and beneficiaries of OEP. This critical literature review examined numerous scholarly narratives about
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Inclusive open education: presumptions, principles, and practices Distance Education (IF 1.702) Pub Date : 2020-05-03 Benjamin Croft, Monica Brown
ABSTRACT Open education has long been forwarded as a producer of equity. However, there currently exists a lack of critical engagement with issues of justice in open educational practices (OEP). Although the affordances of open education have potential for increasing equity, creating knowledge alongside learners is inherently rife with complexities for inclusion and diversity. As online faculty build
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The MOOC is dead—long live MOOC 2.0! Distance Education (IF 1.702) Pub Date : 2020-03-16 Som Naidu
(2020). The MOOC is dead—long live MOOC 2.0! Distance Education: Vol. 41, No. 1, pp. 1-5.
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EduZinc: a tool for the creation and assessment of student learning activities in complex open, online, and flexible learning environments Distance Education (IF 1.702) Pub Date : 2020-03-01 David Becerra-Alonso, Isabel Lopez-Cobo, Pilar Gómez-Rey, Francisco Fernández-Navarro, Elena Barbera
ABSTRACT This article describes the development of an application for the grading and provision of feedback on educational processes. The too, named EduZinc, enables instructors to go through the complete process of creating and evaluating the activities and materials of a course. The application enables for the simultaneous management of two teaching-related aspects: (a) creation of individualized
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Educators’ perspectives on transmedia identity management: redefining tele-teacher presence Distance Education (IF 1.702) Pub Date : 2020-02-25 Julie-Ann Sime, Chryssa Themelis
ABSTRACT Visual media and virtual reality are now a common features of distance education environments. This has boosted research into questions surrounding visual media and technologies for educators’ professional development and teaching practice. This research explored educators’ views on identity and teaching presence in visual media in distance education. We interviewed 18 experienced educators
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Time management matters: online faculty perceptions of helpfulness of time management strategies Distance Education (IF 1.702) Pub Date : 2020-02-19 Beth Oyarzun, Florence Martin, Robert L. Moore
ABSTRACT This study examined 256 faculty survey responses to determine perceptions of helpfulness of 24 time management strategies grouped into four categories defined by Berge (1995) as managerial, pedagogical, technical, and social. Findings indicate that establishing clear and specific expectations (M = 4.32) was perceived as the most helpful, followed by organizing content into modules or units
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Going over the cliff: MOOC dropout behavior at chapter transition Distance Education (IF 1.702) Pub Date : 2020-02-16 Chen Chen, Gerhard Sonnert, Philip M. Sadler, Dimitar D. Sasselov, Colin Fredericks, David J. Malan
ABSTRACT Participants’ engagement in massive online open courses (MOOCs) is highly irregular and self-directed. It is well known in the field of television media that substantial parts of the audience tend to drop out at major episodic, or seasonal, closures, which makes creating cliff-hangers a crucial strategy to retain viewers (Bakker, 1993; Cazani, 2016; Thompson, 2003). Could there be an analogous
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Connecting online students to their higher learning institution Distance Education (IF 1.702) Pub Date : 2020-02-16 Shannon Skelcher, Dazhi Yang, Jesús Trespalacios, Chareen Snelson
ABSTRACT Establishing a sense of community is important for student success in online learning environments. However, how online graduate students experience a sense of community in higher learning institutions providing their courses or degree is an area not fully explored. This article reports the results of an investigation into how graduate students in a fully online program perceived their sense
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MOOC instructor motivation and career development Distance Education (IF 1.702) Pub Date : 2020-02-16 Min Young Doo, Ying Tang, Curtis J. Bonk, Meina Zhu
ABSTRACT As massive open online courses (MOOCs) proliferate, a better understanding of MOOC instructors is essential. This study examined the motivation as well as the career and professional development of 142 MOOC instructors using a mixed-methods approach entailing an online survey combined with six MOOC instructor interviews. The research findings indicated that instructors’ motivation to teach
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MOOCs and open education in the Global South: Challenges, successes, and opportunities Distance Education (IF 1.702) Pub Date : 2020-02-13 Robert Bromber
(2020). MOOCs and open education in the Global South: Challenges, successes, and opportunities. Distance Education: Vol. 41, No. 1, pp. 148-152.
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Forty years of pushing the boundaries of education Distance Education (IF 1.702) Pub Date : 2019-12-04 Som Naidu
(2019). Forty years of pushing the boundaries of education. Distance Education: Vol. 40, No. 4, pp. 425-429.
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The position of Distance Education in a journal network Distance Education (IF 1.702) Pub Date : 2019-11-26 Olaf Zawacki-Richter, Katja Buntins
ABSTRACT On the occasion of the 40th anniversary of the journal Distance Education (DE), this study explores the position of this journal in a network of open and distance education, educational technology and learning design publications. A citation network analysis was undertaken to explore the scholarly communication network of distance education, using articles published in DE from 1980 onwards
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Shifting the focus from motivated learners to motivating distributed environments: a review of 40 years of published motivation research in Distance Education Distance Education (IF 1.702) Pub Date : 2019-11-25 Clarence Ng
ABSTRACT This article reviews motivation research published in Distance Education since 1980, highlighting the major foci of investigation and reflecting on past findings. A major trend was that past research has focused predominantly on learners’ motivational attributes using sociocognitive models of motivation. We therefore have developed a good understanding of motivating variables such as self-efficacy
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An analysis of flexible learning and flexibility over the last 40 years of Distance Education Distance Education (IF 1.702) Pub Date : 2019-11-11 George Veletsianos, Shandell Houlden
ABSTRACT In this paper, we report the major themes we identified in the literature surrounding flexible learning that has been published in Distance Education over the last 40 years. We identified six themes: the qualities of flexibility as affording “anytime, anyplace” learning; flexibility as pedagogy; liberatory or service-oriented aspects of flexibility; limitations of flexibility, especially in
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Intellectual roots of distance education: a progressive knowledge domain analysis Distance Education (IF 1.702) Pub Date : 2019-11-11 Aras Bozkurt
ABSTRACT Distance education (DE) is a constantly evolving and advancing field, and as such, its intellectual network and dynamics need to be investigated and explored. In this regard, this study reviewed a total of 1685 articles and 51,940 references through social network analysis for a bibliometric examination of the DE field. The findings indicate that DE is an interdisciplinary field and part of
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The Distance Education journal at 40: crossroads and horizons Distance Education (IF 1.702) Pub Date : 2019-11-11 Jon Baggaley
ABSTRACT The development of distance education (DE) over the last 40 years is compared with the evolving content of the Distance Education journal during the same period. DE in general has been described as encountering a series of crossroad decision points, and as identifying numerous optimistic horizons beyond them. The decisions made and horizons sought have not always been prudent, however, and
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Correction Distance Education (IF 1.702) Pub Date : 2019-10-10
(2021). Correction. Distance Education: Vol. 42, No. 1, pp. 177-177.
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Advancing open, flexible and distance learning through learning analytics Distance Education (IF 1.702) Pub Date : 2019-09-08 Jingjing Zhang, Daniel Burgos, Shane Dawson
(2019). Advancing open, flexible and distance learning through learning analytics. Distance Education: Vol. 40, No. 3, pp. 303-308.
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Educational complex systems and open, flexible, and distance learning: a complexity theoretical perspective Distance Education (IF 1.702) Pub Date : 2019-09-01 Michael J. Jacobson
ABSTRACT This reflection considers issues for researchers who study open, flexible, and distance learning (OFDL) systems. In particular, human learning is regarded as an emergent phenomenon occurring in educational complex systems, which may be non-digital or digital in nature. It is suggested the term learning in OFDL, such as learning analytics and machine learning, refers to computational techniques
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Learning analytics and open, flexible, and distance learning Distance Education (IF 1.702) Pub Date : 2019-08-29 George Siemens
ABSTRACT This article serves as a reflection on the papers accepted for this special issue. Although 2011 saw the first learning analytics conference, the field draws from a long history of research in associated disciplines such as psychology, statistics, education and computer science. However, the novelty of learning analytics research stems from the access and analysis of large, yet granular, data
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