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Profiles of Online Students and the Impact of Their University Experience The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-06-08 Albert Sánchez-Gelabert, Riccardo Valente, Josep M Duart
In recent decades, there has been a steady growth in the population who enter higher education in both brick-and-mortar and, in particular, online universities. This has led to an increase in heterogeneous student profiles in a relatively short period of time. The purpose of this paper was to explore the student profiles at a university that gives all its courses online, namely the Universitat Oberta
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Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC) The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-06-08 Fan Ouyang, Xu Li, Dan Sun, Pengcheng Jiao, Jiajia Yao
The development of massive open online courses (MOOCs) has proceeded through three generations, and in all three, online discussions have been considered a critical component. Although discussions in MOOCs have the potential to promote learning, instructors have faced challenges facilitating learners’ knowledge inquiry, construction, and management through social interaction. In addition, understanding
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A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-06-08 Hengtao Tang
Teachers in K–12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and
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Research Trends in Mobile Learning The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-05-22 Gizem Yıldız, Abdurrahman Yıldırım, Bedreddin Ali Akça, Ayşe Kök, Açelya Özer, Serçin Karataş
A total of 1023 selected articles published in 2016–2019 related to mobile learning were examined and classified according to the categories in this research: 40% of these articles used quantitative approaches, 18% of them used mixed, and 13% of them were literature reviews. The published studies were analyzed according to research model, sample size, sample level, learning fields, subject-area classification
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Evaluation of Student Feedback Within a MOOC Using Sentiment Analysis and Target Groups The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-05-14 Karsten Lundqvist, Tharindu Liyanagunawardena, Louise Starkey
Many course designers trying to evaluate the experience of participants in a MOOC will find it difficult to track and analyse the online actions and interactions of students because there may be thousands of learners enrolled in courses that sometimes last only a few weeks. This study explores the use of automated sentiment analysis in assessing student experience in a beginner computer programming
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An Exploration Into the Importance of a Sense of Belonging for Online Learners The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-04-08 Susi Peacock, John Cowan, Lindesay Irvine, Jane Williams
Fostering a sense of belonging and a personal connection is seen as fundamental by many educational researchers, regardless of the learning environment. Online learning certainly provides flexible learning opportunities but comes with notable issues. For online learners, nurturing a sense of belonging may present a way of improving their experiences and attainment, as well as reducing attrition rates
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Sprinting to the Finish Line: The Benefits and Challenges of Book Sprints in OER Faculty-Graduate Student Collaborations The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-04-08 Gabriela C. Zapata
This article investigates the results of a book sprint experience whose main objective was the development of instructional modules for an open textbook for the teaching of Spanish as a second language. Six graduate students at a public American university participated in the project for a week, working in pairs in the creation of activities that required the incorporation of the tenets of the dual
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Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-04-08 Nauman Ahmed Abdullah, Munawar Sultana Mirza
In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual
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Open Textbooks: Quality and Relevance for Postsecondary Study in The Bahamas The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-04-08 Edward Bethel
Open educational resources (OER), are openly licensed text, media, and other digital and analog assets that are useful for teaching, learning, and research. Recent research has shown that in courses where open textbooks are assigned, students perform as well as or better than students in similar courses with commercially licensed textbooks. Despite cost savings and demonstrated effectiveness, perceptions
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Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-04-08 Raphael Papa Kweku Andoh, Robert Appiah, Paul Mensah Agyei
The study explored perceptions of postgraduate distance education students of University of Cape Coast (UCC). Specifically, associations between UCC postgraduate distance students’ characteristics and satisfaction, as well as students’ perceptions of physical facilities, staff-students relationship, facilitator quality, and student support services were examined. Determinants of students’ satisfaction
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Why do University Teachers use E-Learning Systems? The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-04-08 Chin Fei Goh, Puong Koh Hii, Owee Kowang Tan, Amran Rasli
University teachers are the main players when it comes to integrating e-learning systems into higher education institutions. Prior studies have identified four main antecedents that explain teachers’ technology acceptance in the educational context: (a) subjective norms (SN), (b) technological complexity (TC), (c) constructivist beliefs (CB), and (d) motivation for instrumental use (MOT). In this study
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Emotions Among Students Engaging in Connectivist Learning Experiences The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-04-08 Alaa A AlDahdouh
Emotion has long been a question of great interest in a wide range of fields. As a general rule, emotions are categorized as positive, which we seek, and negative, from which we turn away. However, empirically-backed connectivists claim that even negative emotions produce positive effects on student performance. What is less clear is how this process happens. This study had two primary aims. First
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An Analysis of Course Characteristics, Learner Characteristics, and Certification Rates in MITx MOOCs The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-04-01 Berkan Celik, Kursat Cagiltay, Nergiz Ercil Cagiltay
Massive Open Online Courses (MOOCs), capable of providing free (or low cost) courses for millions of learners anytime and anywhere, have gained the attention of researchers, educational institutions, and learners worldwide. Even though they provide several benefits, there are still some criticisms of MOOCs. For instance, MOOCs’ high dropout rates or predominantly elite participation are considered
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An Empirical Study on Service Recovery Satisfaction in an Open and Distance Learning Higher Education Institution in Malaysia The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-04-01 Mohd Rushidi Bin Mohd Amin, Shishi Kumar Piaralal, Yon Rosli bin Daud, Baderisang Bin Mohamed
This study investigated the relationships among justice dimensions (distributive, procedural, interpersonal, and informational), university image, service recovery satisfaction, and customer behavioural outcomes (trust, word of mouth, repurchase intention, and loyalty). This study adopted a cross-sectional survey approach and data were collected through a survey of 303 students of Open University Malaysia
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Antecedents of Student Loyalty in Open and Distance Learning Institutions: An Empirical Analysis The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-03-04 Yon Rosli Daud, Mohd Rushidi bin Mohd Amin, Jeannot bin Abdul Karim
The purpose of this research is to examine the relationship between factors leading to student loyalty in open and distance learning universities. Specifically, this research explores the relationship between perceived service quality, perceived e-service quality, and university image as mediators of student loyalty in Open University Malaysia (OUM). Data were collected from 16 OUM learning centres
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A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-03-04 Min Young Doo, Curtis Bonk, Heeok Heo
The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effects of scaffolding on learning outcomes in an online learning environment in higher education. This metaanalysis
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Applying the Rasch Model to Evaluate the Self-Directed Online Learning Scale (SDOLS) for Graduate Students The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-03-04 Hongwei Yang, Jian Su, Kelly D. Bradley
With the rapid growth of online learning and the increased attention paid to student attrition in online programs, much research has been aimed at studying the effectiveness of online education to improve students’ online learning experience and student retention. Utilizing the online learning literature as a multi-faceted theoretical framework, the study developed and employed a new survey instrument
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Research Trends in K–12 MOOCs: A Review of the Published Literature The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-03-04 Philippos Koutsakas, George Chorozidis, Angeliki Karamatsouki, Charalampos Karagiannidis
Massive Open Online Courses (MOOCs) appeared in the area of educational technologies in 2008. Until 2013, academic research into MOOCs focused mainly on their application to adults as well as students or graduates of tertiary education. However, since 2013, the rising number of K–12 students enrolled in higher education MOOCs made MOOCs a de facto reality in pretertiary education and triggered universities
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The Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-03-04 Daeyeoul Lee, Sunnie Lee Watson, William R. Watson
High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of instructors even though they are important instructional design
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Elements of Open Education: An Invitation to Future Research The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-03-04 Olaf Zawacki-Richter, Dianne Conrad, Aras Bozkurt, Cengiz Hakan Aydin, Svenja Bedenlier, Insung Jung, Joachim Stöter, George Veletsianos, Lisa Marie Blaschke, Melissa Bond, Andrea Broens, Elisa Bruhn, Carina Dolch, Marco Kalz, Yasar Kondakci, Victoria Marin, Kerstin Mayrberger, Wolfgang Müskens, Som Naidu, Adnan Qayyum, Jennifer Roberts, Albert Sangrà, Frank Senyo Loglo, Patricia J. Slagter van Tryon
This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner
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Constructing a Design Framework and Pedagogical Approach for Adaptive Learning in Higher Education: A Practitioner's Perspective The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-01-01 Thomas Cavanagh, Baiyun Chen, Rachid Ait Maalem Lahcen, James Paradiso
While adaptive learning is emerging as a promising technology to promote access and quality at a large scale in higher education (Becker et al., 2018), the implementation of adaptive learning in teaching and learning is still sporadic, and it is unclear how to best design and teach an adaptive learning course in a higher education context. As early adopters, a team of instructors, instructional designers
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Towards a Devolved Model of Management of OER? The Case of the Irish Higher Education Sector The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-01-01 Angelica Risquez, Claire McAvinia, Yvonne Desmond, Catherine Bruen, Deirdre Ryan, Ann Coughlan
This paper reports on the research findings from a national project examining the issues in creating, sharing, using, and reusing open educational resources (OER) in the context of the development of open education in Ireland. One important aspect of the research was to investigate the potential for using existing institutional research repository infrastructure for the purpose of ingesting, managing
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Open to Open? An Exploration of Textbook Preferences and Strategies to Offset Textbook Costs for Online Versus On-Campus Students The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-01-01 Talea Anderson, Carrie Cuttler
As open textbook initiatives are on the rise, a burgeoning literature has begun exploring student perceptions of openly licensed textbooks used in higher education. Most of this research has lacked consideration of potential differences in the perceptions of online and on-campus students and has failed to include a control group of students using traditional textbooks. Therefore, the authors employed
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Getting Started With Open Badges and Open Microcredentials The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-01-01 Kyle Clements, Richard Edward West, Enoch Hunsaker
This article is intended as a practical resource to help interested organizations design and implement an open badging system. Open badges are a type of open credential designed to recognize a variety of skills, knowledge, and experiences, both inside and outside of traditional educational settings. While growing in popularity, common questions asked by those interested in using open badges include:
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Studying Learner Behavior in Online Courses With Free-Certificate Coupons: Results From Two Case Studies The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-01-01 Joshua Littenberg-Tobias, José A. Ruipérez-Valiente, Justin Reich
The relationship between pricing and learning behavior is an important topic in research on massive open online courses (MOOCs). We report on two case studies where cohorts of learners were offered coupons for free certificates to explore how price reductions might influence behavior in MOOC-based online learning settings. In Case Study 1, we compare participation and certification rates between courses
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Distance Learners’ Experiences of Silence Online: A Phenomenological Inquiry The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-01-01 Leslie Duran
Although learner silence in face-to-face classrooms has been the topic of considerable research interest, relatively little investigation has been done into learners’ experience of silence in distance education. Guided by a phenomenology of practice approach, this study explores the lived experiences of online silence, using interview data gathered from 12 graduate students who were engaged in cohort-based
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Book Review: High-Impact Practices in Online Education The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-01-01 Emily Kaye Faulconer
High-Impact Practices in Online Education, edited by Kathryn E. Linder and Chrysanthemum M. Hayes, presents a comprehensive discussion of how to translate impactful educational experiences to the asynchronous and synchronous online classroom. The first work of its kind, this volume is useful to educators across the disciplines, administrators, educational researchers, and instructional designers. The
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Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-01-01 HyunKyung Lee, Heewon Chang, Lynette Bryan
This study examines how technological and relational factors independently and interactively predict the perceived learning success of doctoral students enrolled in online-based leadership programs offered in the United States. The 73-item Online Learning Success Scale (OLSS) was constructed, based on existing instruments, and administered online to collect self-reported data on three primary variables:
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The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-01-01 Daeyeoul Lee, Sunnie Lee Watson, William R Watson
This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated
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Open and Shut: Open Access in Hybrid Educational Technology Journals 2010 – 2017 The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-01-01 Eamon Costello, Tom Farrelly, Tony Murphy
Little is known about open access publishing in educational technology journals that employ a hybrid model which charges authors only if they wish to publish via gold open access. In this study we sought to address this gap in the scholarly understanding of open access publishing in hybrid journals that publish research into the intersection of education and technology. We analysed three categories
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Designing a Community of Inquiry in Online Courses The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2020-01-01 Holly Fiock
This article describes a practical approach for implementing instructional strategies in order to build a Community of Inquiry (CoI) into an online course. Online community building has positive effects on the quality of student learning, increases student engagement, and encourages motivation of students in online courses. The CoI is a theoretical framework focusing on facilitating meaningful learning
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A Systematic Review of Technology-Supported Peer Assessment Research The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-08-02 Lanqin Zheng, Nian-Shing Chen, Panpan Cui, Xuan Zhang
With the advancement of information and communication technologies, technology-supported peer assessment has been increasingly adopted in education recently. This study systematically reviewed 134 technology-supported peer assessment studies published between 2006 and 2017 using a developed analysis framework based on activity theory. The results found that most peer assessment activities were implemented
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MOOCs Readiness The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-07-29 Thirumeni T Subramaniam, Nur Amalina Diyana Suhaimi, Latifah Abdol Latif, Zorah Abu Kassim, Mansor Fadzil
This study seeks to investigate the readiness levels of adult students studying in Malaysian higher education institutions. The online questionnaire used in this study consists of 18 demographic variables and 43 items based on six constructs: technical competencies, communication competencies, social competencies, self-efficacy, self-directedness, and readiness. With a sample of 413 respondents, the
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Distance Education and the Open University of Brazil The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-07-23 Welinton Baxto, Rosana Amaro, Joao Mattar
Correspondence courses have been offered in Brazil since the late 19th century; in the 20th century, instructional media such as radio and television were successfully used long before the introduction of the Internet. However, distance education (DE) was officially established in Brazil only in 1996 by the National Educational Law of Policies and Bases. Several censuses conducted by the Brazilian
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Investigating the Concerns of First-Time Distance Education Instructors The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-07-18 Halil Kayaduman, Turgay Demirel
The purpose of the study is to investigate the concern developments of first-time distance education instructors using the concerns-based adoption model (CBAM). This study used stages of concern (SoC), a component of CBAM, as its theoretical framework. A descriptive case study was implemented, which focused on the adaptation processes of nine instructors lecturing for the first time via distance education
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Editorial - Volume 20, Issue 4 The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-07-11 Ross Paul, Alan Tait
Fifty years since the establishment of the Open University in the United Kingdom (UKOU) seems an appropriate time to evaluate the current status of and outlook for the world’s open universities. There is much to celebrate, not only in the UK, but also in the 60-80 (depending upon definitions) open universities around the world. The rapid development of communication technologies has both enhanced and
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Strategies to Assist Distance Doctoral Students in Completing Their Dissertations The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-07-08 Janine Lim, Duane Covrig, Shirley Freed, Becky De Oliveira, Mordekai Ongo, Isadore Newman
Completing doctoral dissertations is difficult work and may be harder for distance students physically separated from institutional and collegial supports. Inability to complete independent research contributes to doctoral student attrition. Factors impacting completion include institutional factors, student characteristics, and supervisory arrangements (Manathunga, 2005). This paper shares proactive
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Value of Open Microcredentials to Earners and Issuers The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-05-08 Danny Young, Richard Edward West, Travis Ann Nylin
While microcredentials and open digital badges have become increasingly popular in education, more research is needed to better understand their implementation and benefits to both issuers and users. In this paper, we use a case study approach to report and discuss the outcomes from the implementation of an open badges program at National Instruments, highlighting the effects this program has had on
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Adoption and Diffusion of Open Educational Resources (OER) in Education The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-05-07 Daniel Otto
The concept of open educational resources (OER) is becoming increasingly prominent in education. However, research circles around defining OER, content and forms of OER, technological features of OER, and the importance of the issue or lack thereof. Vital aspects such as the notion of the adoption of OER by educational practitioners remain underdeveloped. In order to shed light on the question of how
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An Online College Near Me The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-05-07 Hyungjoo Yoon
One advantage of online learning settings relative to conventional classrooms is their anytime, anywhere accessibility. While online education programs provide students with flexible learning opportunities free from the restrictions of geographic location, a consistently growing number of students who prefer to learn exclusively online still choose nearby colleges. The choice to attend a local college
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Maturity Levels of Student Support E- Services Within an Open Distance E-learning University The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-05-02 Asteria Nsamba
The University of South Africa (UNISA) is one of the distance education universities that is shifting from open distance learning (ODL) to open distance e-learning (ODeL). UNISA started as a correspondence institution in the 1950s and it has since evolved into an ODeL university. The aim of this research was to assess and determine the maturity levels of UNISA lecturers’ and tutors’ explorations of
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Factors Related to Student Persistence in Open Universities The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-05-02 Kam Cheong Li, Billy Tak-Ming Wong
Student persistence has long been a major challenge for open universities. Despite the evolution of open education, an overall high student attrition rate remains. This paper examines the changes and trends in factors related to student persistence in open universities. It reviews the empirical studies from the 1970s to the 2010s which reported factors influencing student persistence. The relevant
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Quality Frameworks and Learning Design for Open Education The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Christian M. Stracke
This article discusses the need to innovate education due to global changes to keep its status as a human right and public good and introduces Open Education as a theory to fulfil these requirements. A systematic literature review confirms the hypothesis that a holistic quality framework for Open Education does not exist. For its development, a brief history and definition of Open Education are provided
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Octennial Review (2010-2018) of Literature on M-Learning for Promoting Distributed-Based Medical Education in Sub-Saharan Africa The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Abdullahi Abubakar Yunusa, Irfan Naufal Bin Umar, Brandford Bervell
Medical education in Africa is in desperate need of reforms, evident in widespread diseases, and an inability to mobilise and train the required medical workforce to deal with these health issues. However, the exponential rise in the use of mobile technologies due to the spread of the Internet and increased telecommunication networks offer an opportunity for the transformation of medical education
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Systematic Mapping Study of Academic Engagement in MOOC The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Brenda Edith Guajardo Leal, Claudia Navarro-Corona, Jaime Ricardo Valenzuela González
MOOCs are presented as an affordable and easily accessible modality that offers the opportunity to democratize education in our time; however, this convenience training favors a low completion rate of the participants. Faced with this situation, scholars have suggested that it is necessary to deepen the construct of academic engagement, a concept that has been addressed in the study of face-to-face
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Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Jered Borup, Chawanna B. Chambers, Rebecca Stimson
Just as they have in face-to-face courses, parents will likely play an important role in lowering online student attrition rates, but more research is needed that identifies ways parents can engage in their students’ online learning. In this research we surveyed and interviewed 12 online teachers and 12 on-site facilitators regarding their experiences and perceptions of parental engagement. Guided
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Competency Profile of the Digital and Online Teacher in Future Education The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Mohamed Ally
As education progresses in the digital era and in the Fourth Industrial Revolution, learning will be adaptive and individualized to meet the needs of individual learners. This is possible because of emerging technology, artificial intelligence, and the internet of things. This study is making significant contribution to future education by identifying forces that are shaping education and developing
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Exploring High School Students' Educational Use of YouTube The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Salih Bardaki
YouTube is one of the most prevalent social media sites across the globe. However, there is a lack of research on factors influencing educational use of YouTube. This study examines high school students’ educational use of YouTube with unified theory of acceptance and use of technology (UTAUT). Using structural equation modeling, the proposed model is tested. Results demonstrate that performance expectancy
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Distance Learners’ Use of Handheld Technologies The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Simon Cross, Mike Sharples, Graham Healing, Jim Ellis
This study investigates how and where distance learners use handheld devices and the impact this has on learning habits, access to learning content and quality of work. It analyses the spatial dimension of anytime-anywhere learning and, with a focus on anywhere learning, it explores students’ ongoing negotiation of the flow between and across study locations. The study concludes by proposing two new
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From Finding a Niche to Circumventing Institutional Constraints The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Katy Jordan
Academics are increasingly encouraged to use social media in their professional lives. Social networking sites are one type of tool within this; the ability to connect with others through this medium may offer benefits in terms of reaching novel audiences, enhancing research impact, discovering collaborators and drawing on a wider network of expertise and knowledge. However, little research has focused
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The Offline Nature of Online Community The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Sharla Berry
Despite the importance of interpersonal contact to students’ sense of community, little is known about how online students form relationships outside of class. Drawing on interviews with 20 students from one online doctoral program, I explore the ways in which distance learners create community outside of class. In the case study I explore how students use social media and group texting apps to develop
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Diversity in Video Lectures The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Mik Fanguy, Jamie Costley, Matthew Baldwin, Christopher Lange, Holly Wang
Media diversity within video lectures has been shown to have an effect on students who participate in both flipped classes as well as online courses. While some research claims that content delivered through multiple sources leads to more learning, contrasting research makes the claim that too much media hinders cognitive processing. The present study investigated the effects of varying levels of instructional
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Gamifying Online Tests to Promote Retrieval-Based Learning The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Maristela Petrovic-Dzerdz
Recent findings have provided strong evidence that retrieval-based learning is an effective strategy for enhancing knowledge retention and long-term meaningful learning, but it is not a preferred learning strategy for the majority of students. The present research analyzes the application of learning gamification principles in online, open-book, multiple-choice tests in order to motivate students to
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Blending Crowdvoting in Modern e-Learning Environments The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Marija Maletić, Dušan Barać, Tamara Naumović, Zorica Bogdanović, Božidar Radenković
Given that the most students spend considerable time on social networks, many educational institutions use this habit as a basis for educational purposes. Increasing students’ active participation in learning activities is one of the main goals of education. The purpose of this research was to investigate to what extent crowdvoting techniques can increase students’ participation and interest in the
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Exploring Demographics and Students’ Motivation as Predictors of Completion of a Massive Open Online Course The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Qing Zhang, Fernanda Cesar Bonafini, Barbara B. Lockee, Kathryn W. Jablokow, Xiaoyong Hu
This paper investigates the degree to which different variables affect the completion of a Massive Open Online Course (MOOC). Data on those variables, such as age, gender, English proficiency, education level, and motivation for course enrollment were first collected through a pre-course survey. Next, course completion records were collected via the Coursera database. Finally, multiple binomial logistic
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Master’s Students’ Perceptions and Expectations of Good Tutors and Advisors in Distance Education The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Mehmet Kara, Gülfidan Can
The purpose of this study was to explore non-thesis Master’s students’ perceptions and expectations of good tutors and advisors in distance education programmes. It also examined whether these perceptions and expectations are related to student characteristics including age, gender, university, programme, semester, and previous online learning experience. The current study was conducted within the
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Effectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-30 Juan Ignacio Venegas Muggli, Werner Westermann
This article examines the effect of two Open Educational Resources (OER) Khan Academy Collection and a teacher-authored open textbook on mathematical course performance and attendance amongst first-year higher education Chilean students. It also aims to find out about teachers’ and students’ views on the use of OER in order to understand how these resources are used and valued. To this end, quantitative
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Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-04 Carl D Westine, Beth Oyarzun, Lynn Ahlgrim-Delzell, Amanda Casto, Cornelia Okraski, Gwitaek Park, Julie Person, Lucy Steele
This study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most respondents indicating
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Research on Virtual Education, Inclusion, and Diversity The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-04 Marlene Fermín González
This article covers a topic related to increases in the existing heterogeneity of the university student population, specifically in virtual learning environments. There is a growing concern for offering training alternatives that include all students. As the first step in a line of research related to quality, equity, and inclusion in e-learning, we aim to identify emerging trends in research on inclusive
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Book Review: Best Practices for Flipping the College Classroom The International Review of Research in Open and Distributed Learning (IF 2.297) Pub Date : 2019-04-04 Liwen Chen, Tung Liang Chen, Chen Fang, Li Zhou
Despite the fact that flipped classrooms have attracted much attention over the past few years, it is still difficult to find abundant qualitative and quantitative evidence to illustrate how the flipped approach can be used for college-level teaching outcomes. Fourteen authors contributed to Best Practices for Flipping the College Classroom, which is the story of the remarkable adoption and growth