-
Online Distance Learning in Higher Education: E-learning Readiness as a Predictor of Academic Achievement Open Praxis Pub Date : 2020-06-30 Emel Dikbas Torun
The purpose of this study was to examine the relationship between e-learning readiness and academic achievement in an online course in higher-level education. The survey method was employed when collecting the study data, and the data-collection instrument used was the E-Learning Readiness Scale. The scale comprises 33 items and six sub-dimensions, including (1) computer self-efficacy, (2) internet
-
Opening World Regional Geography: A Case Study Open Praxis Pub Date : 2020-06-30 Caitlin Finlayson
A growing body of research has demonstrated that open educational resources (OER) provide an opportunity for improvements in learning outcomes compared to traditional texts. This project builds on the Open Education Group’s COUP framework to explore student and faculty use and perceptions of an open education World Regional Geography textbook. World Regional Geography is a lower-level course that is
-
Development and validation of a scale to measure volition for learning Open Praxis Pub Date : 2020-06-30 John M. Keller, Hasan Ucar, Alper Tolga Kumtepe
Volition explains the transition from desire, or motivation, to action especially when faced with competing goals. In learning environments, the concept refers to acting with the aim of achieving learning objectives. Despite the importance of volition in learning environments, research has rarely addressed the volition construct. Thus, the purpose of this study was to explore and develop a valid and
-
Effective Pedagogical Strategies for STEM Education from Instructors’ Perspective: OER for Educators Open Praxis Pub Date : 2020-06-30 Meina Zhu
The Massachusetts Institute of Technology (MIT) OpenCourseWare (OCW) was launched in 2001. It is one of the earliest Open Educational Resources (OER). MIT OCW has published more than 2,400 courses which are available at no cost, the majority of which are STEM related. The purpose of this exploratory study was to examine the pedagogical strategies through reviewing instructor insights of 15 MIT OCW
-
Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement Open Praxis Pub Date : 2020-06-30 Esin Ergün, Fatma Betül Kurnaz Adıbatmaz
The aim of this study was to determine the factors predicting student engagement. The sample of the study consisted of 527 students from Karabuk University Distance Education Center. Independent variables of the study were e-learning style and online learning readiness. The data were analyzed using the stepwise multiple regression analysis. The findings revealed that students, who set a learning goal
-
Examining e-Learners’ Preferences and Readiness Satisfaction: A Holistic Modelling Approach Open Praxis Pub Date : 2020-06-30 Hale Ilgaz, Yasemin Gülbahar
Over the past several years, online learning has become an extremely popular research topic. Nevertheless, there continues to be a need for a holistic approach when examining online learning. To examine issues related to online learning as well as the effects caused to online learners; researchers in this study developed and tested a model that employed a holistic approach. The aim of this study was
-
Factors for Success and Course Completion in Massive Open Online Courses through the Lens of Participant Types Open Praxis Pub Date : 2020-06-30 Isa Bingol, Engin Kursun, Halil Kayaduman
The main purpose of this study is to investigate the factors for success and course completion through the lens of participants in a Massive Open Online Courses (MOOCs) system implemented in Turkey. Thirty-two participants were selected on the basis of purposive sampling among 5000 enrolled users from 10 MOOCs, who were then classified into 3 types –lurking, moderately active, memorably active– based
-
Undergraduate Student Perspectives on Textbook Costs and Implications for Academic Success Open Praxis Pub Date : 2020-03-31 Lucinda Rush Wittkower, Leo S Lo
To provide more affordable course content to our students and faculty, local data on how students perceive textbook expenses and how the costs impact student success would be necessary in order to advocate to faculty and other stakeholders. This survey, conducted at a mid-sized research public institution, aims to explore student perceptions of textbooks and how these perceptions influence academic
-
Results from a Psychology OER pilot program: faculty and student perceptions, cost savings, and academic outcomes Open Praxis Pub Date : 2020-03-31 Juliana Magro, Sara V Tabaei
This case study describes the library’s experience of collaborating with an undergraduate Psychology Department at Touro College to integrate open textbooks into their program. We discuss the pedagogical changes as well as explore the impact of Open Educational Resources (OER) on students’ savings, their academic outcomes and perceptions of OER. Furthermore, we highlight the successes and shortcomings
-
Opening Futures for Nigerian Education – Integrating Educational Technologies with Indigenous Knowledge and Practices Open Praxis Pub Date : 2020-03-31 Biliamin Adekunle Adeyeye, Jon Mason
This paper highlights some key historical perspectives and antecedents of African Indigenous knowledge (AIK) and practices while identifying ‘open’ futures and opportunities for the application of digital technologies for educational opportunities that build on this cultural base. The role and negative impact of colonialism in the under-development of AIK is examined in this context together with the
-
Culture, Identity and Learning: A Mediation Model in the Context of Blogging in Teacher Education Open Praxis Pub Date : 2020-03-31 Liat Biberman-Shalev, Gemma Tur, Ilona Buchem
National culture has been an influential framework for comparative and international research. However, current theories suggest that people and societies are rather more complex constructs than their cultural layer. This work is based on a previous study in which, when students from Spain were compared to German students, the former showed higher levels of identity with their blogs and learning impact
-
Faculty Members’ Lived Experiences with Choosing Open Educational Resources Open Praxis Pub Date : 2020-03-31 Troy Martin, Royce Kimmons
The cost of textbooks has continued to increase with significant financial effects on students in higher education. Although many faculty express a desire and willingness to adopt and create open textbooks (and OER generally), few actually do. To better understand this gap between attitudes and practices, this phenomenological study builds upon the findings of a survey of faculty members at a large
-
Developing a framework for managing the quality use of podcasts in open distance and e- learning environments Open Praxis Pub Date : 2020-03-31 Antonia Makina
The integration of podcasts in an open distance e-learning environment can play a crucial role in reducing transactional distance through providing quality educational opportunities and access to information through any digital devise. However, technology does not improve teaching, unless if there is a well-conceived educational process taking place. The question therefore is how lecturers can be guided
-
Book Review of Transactional Distance and Adaptive Learning: Planning for the Future of Higher Education Open Praxis Pub Date : 2020-03-31 Mark Nichols
Book Review of Transactional Distance and Adaptive Learning: Planning for the Future of Higher Education .
-
Design of a chatbot as a distance learning assistant Open Praxis Pub Date : 2020-03-31 Pedro Antonio Tamayo, Ana Herrero, Javier Martín, Carolina Navarro, José Manuel Tránchez
Within the process of progressive digitization of materials and tools for teaching and distance learning of a subject of introduction to Microeconomics (quarterly, in year three of the Degree in Social Work), taught by the authors at the National University of Distance Education (UNED), a virtual assistant in the form of chatbot, or conversational robot, called EconBot, has been designed and made available
-
Quality and Cost Matter: Students’ Perceptions of Open versus Non-Open Texts through a Single-Blind Review Open Praxis Pub Date : 2020-03-31 Feng-Ru Sheu, Judy Grissett
Although prior research has examined student perceptions of open materials, research investigating students’ perceptions of open versus copyright-restricted textbooks through a direct, experimental approach is lacking. To better understand how students perceive open textbooks outside the context of the classroom, we examined students’ perceptions of unfamiliar open and non-open (copyright-restricted)
-
Open Education Faculty and Distance Education Students’ Dropout Reasons: the Case of a Turkish State University Open Praxis Pub Date : 2020-03-31 Münevver Gündüz, Selçuk Karaman
This study aimed to investigate open education faculty and distance education students’ dropout reasons. By implementing the use of a case study as a qualitative research method, this study investigated why students dropped out for their distance education programs. The study group was composed of 25 students who had dropped out of distance education and open education faculty programmes. The study
-
Brief report on Open Praxis figures and progress Open Praxis Pub Date : 2020-03-31 Inés Gil-Jaurena
This brief introduction in the first Open Praxis issue in 2020 reports on some and information and data about the Open Praxis development in the period from January 2013 to December 2019, with a special focus on volume 11, published in 2019. After the brief report, what follows is an introduction to the first Open Praxis issue in volume 12, which includes nine research papers, one innovative practice
-
Digital Technologies for Learning at Allama Iqbal Open University (AIOU): Investigating Needs and Challenges Open Praxis Pub Date : 2020-03-31 Sidra Noreen, Muhammad Abid Malik
The present study investigated the need of digital technologies for the distance learners of AIOU (Allama Iqbal Open University), and the challenges in its implementation. Within mixed-method approach, an explanatory sequential design was employed to conduct this study. Quantitative data was collected through questionnaires from 963 students to find out the needs for digital technologies. Later 3 administrators
-
Establishing a MOOC quality assurance framework – a case study Open Praxis Pub Date : 2019-12-31 Antonella Poce, Francesca Amenduni, Maria Rosaria Re, Carlo De Medio
The rapidly growing number of learning materials and repositories makes the issue of how to find the most relevant and best quality resources to be integrated in teaching and learning offers. Thus, effective quality assessment tools are more and more needed. In the present paper, a case-study focusing on quality assurance in a Virtual Mobility (VM) international project is presented. VM stands for
-
Open Education for a Better World: A Mentoring Programme Fostering Design and Reuse of Open Educational Resources for Sustainable Development Goals Open Praxis Pub Date : 2019-12-31 Tanja Urbančič, Anja Polajnar, Mitja Jermol
An international online mentoring programme Open Education for a Better World (OE4BW) has been developed to unlock the potential of open education in achieving the UN Sustainable Development Goals. The programme provides an innovative approach to building Open Educational Resources, connecting developers of educational materials with experts volunteering as mentors. The model of the programme has been
-
Instructional Designers and Open Education Practices: Negotiating the Gap Between Intentional and Operational Agency Open Praxis Pub Date : 2019-12-31 Tannis Morgan
In their role as support to faculty in the course development process, Instructional Designers (IDs) can play an important part in alleviating some of the well-known barriers of open education practices (OEP): faculty time, institutional or faculty resistance to change, and institutional support for faculty (Annand & Jensen, 2017; Barker et al., 2018; Jhangiani et al., 2016). This study examines how
-
PRAXIS: Open Educational Practices and Open Science to face the challenges of critical Educational Action Research Open Praxis Pub Date : 2019-12-31 Ada Czerwonogora, Virginia Rodés
The paper presents the findings from PRAXIS, an educational action research project developed within academic professional learning communities (PLC) in the context of public higher education in Uruguay. As a strategy towards fostering teaching innovation, we explored the potential and benefits of academic PLC for the reflection and transformation of teaching practices, and the integration of digital
-
Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition Open Praxis Pub Date : 2019-12-31 Matthew Bloom
This article presents the results of a 2016 classroom research study assessing the impact of open pedagogy on student skills mastery in English 101, a first-year undergraduate composition course at a two-year community college in North America. Ninety-two students in five sections used the same free OER course materials, but two sections were given traditional assignments (i.e. formal essays and grammar
-
Open Pedagogy through Community-Directed, Student-led partnerships: Establishing CURE (Community-University Research Exchange) at Temple University Libraries Open Praxis Pub Date : 2019-12-31 Urooj Nizami, Adam Shambaugh
This paper reports on the establishment of an open pedagogy initiative between community organisations and students, facilitated by the Temple University Libraries (TUL) and faculty in the Philadelphia area. The Community- University Research Exchange (CURE) produces community-driven social justice research. Library facilitators solicit research questions and project proposals from grassroots community
-
Introduction to selected papers on Open Education for an Open Future Open Praxis Pub Date : 2019-12-31 Inés Gil-Jaurena
This Open Praxis publishes 10 selected papers among those presented in the 2019 Open Education Global Conference, hosted by Politecnico di Milano (Polimi) and held in Milan (Italy) from November 26 to 28, 2019.
-
Toward a Critical Approach for OER: A Case Study in Removing the ‘Big Five’ from OER Creation Open Praxis Pub Date : 2019-12-31 Kris Joseph, Julia Guy, Michael B McNally
This paper examines the role of proprietary software in the production of open educational resources (OER). Using a single case study, the paper explores the implications of removing proprietary software from an OER project, with the aim of examining how complicated such a process is and whether removing such software meaningfully advances a critical approach to OER. The analysis reveals that software
-
Building capabilities: Using MOOCs to make transitions in work Open Praxis Pub Date : 2019-12-31 Janet Small, Andrew Deacon, Sukaina Walji, Tasneem Jaffer, Jeff Jawitz
Our research explores the experience of adults looking for flexible online learning opportunities that intersect with university study. We interviewed 58 people living in 14 African countries who have taken a Massive Open Online Course (MOOC) developed by the University of Cape Town. The interview data reveals diverse uses of MOOCs in workplace contexts. While only two of those we interviewed articulated
-
Duelling identities in refugees learning through open, online higher education Open Praxis Pub Date : 2019-12-31 James Brunton, Orna Farrell, Eamon Costello, Lorraine Delaney, Colum Foley, Mark Brown
This paper reports on a qualitative study of the transition experiences of refugees studying through open and online higher education. Online, open education programmes have considerable potential to provide flexible access to education for refugees, who are not well represented within higher education. As part of a wider University of Sanctuary initiative, interview data from six Ireland-based refugees
-
Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs Open Praxis Pub Date : 2019-12-31 Christian M. Stracke, Stephen Downes, Grainne Conole, Daniel Burgos, Fabio Nascimbeni
Open Education gained more visibility as a result of the emergence of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This article discusses whether MOOCs should be considered as OER. Open Education and OER can be treated as two strands with different historical roots even though, in theory, OER are an aspect of Open Education. Different OER definitions and typologies are
-
Innovative Arts-Based Learning Approaches adapted for Mobile Learning Open Praxis Pub Date : 2019-11-15 Beth Perry, Margaret Edwards
Online learning continues to evolve from computer-based learning to more focus on mobile learning. With this evolution comes the need to develop (and evaluate) instructional strategies effective in mobile learning. This work-in-progress features a description of four innovative instructional strategies adapted from approaches we developed, used, and evaluated successfully in computer-based online learning
-
Community of Inquiry in Web Conferencing: Relationships between Cognitive Presence and Academic Achievements Open Praxis Pub Date : 2019-11-15 Ünal Çakiroğlu
In an increasingly digital society, educators are encouraged to use synchronous online technologies. This study attempts to explore the community of inquiry in a web conferencing system through synchronous interactions and focuses on the relationships between cognitive presence and academic achievements. Participants were teacher candidates enrolled in a one-semester synchronous course at an online
-
Do tutors make a difference in online learning? A comparative study in two Open Online Courses Open Praxis Pub Date : 2019-11-15 Richard Frederick Heller, Edward Chilolo, Jonny Elliott, Brian Johnson, David Lipman, Victoria Ononeze, Justin Richards
Two free fully online courses were offered by Peoples-uni on its Open Online Courses site, both as self-paced courses available any time and as courses run over four weeks with tutor-led discussions. We tested the hypothesis that there are no measurable differences in outcomes between the two delivery methods. Similar numbers attended both versions of each course; students came from multiple countries
-
Correlation between familial roles and persistence of female students on distance education programmes in Ghana: Through the lens of an administrator Open Praxis Pub Date : 2019-11-15 Beatrice Asante Somuah, Samson Ikinya Kariuki, Florence Muthoni Itegi
The contributions of individuals towards a nation’s development cannot be underestimated. Nevertheless, research has proven that gender roles could create some setbacks to the extent that some individuals may not be able to reach the optimum in higher education. This correlational study explored whether the interplay of some female gender roles affected persistence as female students juggled with studies
-
Book Review of Responsive Open Learning Environments: Outcomes of Research from the ROLE Project Open Praxis Pub Date : 2019-11-15 Naomi Wahls
This book review of the eBook Responsive Open Learning Environments: Outcomes of Research from the ROLE Project recommends the ebook as it covers topics on a project that could be applied to virtual exchanges allowing learners to connect with peers and content via widgets.
-
Developing Open Practices in Teacher Education: An Example of Integrating OER and Developing Renewable Assignments Open Praxis Pub Date : 2019-11-15 Jennifer Van Allen, Stacy Katz
This manuscript offers a reasoning for and example of integrating Open Educational Resources (OER) and open pedagogy within a teacher education course. We highlight a collaborative partnership between library faculty and education faculty and the decision points and processes we used when redesigning this course to provide an example of adopting OER and our considerations for developing a renewable
-
Student Perceptions of Open Pedagogy: An Exploratory Study Open Praxis Pub Date : 2019-11-15 John Hilton III, David Wiley, Reta Chaffee, Jennifer Darrow, JoAnn Guilmett, Sarah Harper, Bryson Hilton
With the increasing development and adoption of Open Educational Resources, many researchers and practitioners are interested in more carefully examining pedagogies connected with their use. This study describes the perceptions of 173 students of implementations of various approaches to open pedagogy by nineteen instructors in post-secondary institutions in New Hampshire. Students were asked about
-
OER Mainstreaming in Cameroon: Perceptions and Barriers Open Praxis Pub Date : 2019-11-15 Michael N. Nkwenti, Ishan Sudeera Abeywardena
The government of Cameroon has been increasingly pre-occupied with the quality of learning outcomes and the lack of learning resources at all levels of the education system. Research on similar educational systems in Sub-Saharan Africa and beyond indicate that Ministries of Education are exploring the potential of open educational resources (OER) to cut down the high cost of textbooks and enhance the
-
Fostering Openness in Education: Considerations for Sustainable Policy-Making Open Praxis Pub Date : 2019-06-22 Javiera Atenas, Leo Havemann, Fabio Nascimbeni, Daniel Villar-Onrubia, Davor Orlic
This paper reviews a framework to support the co-creation of policies to sustainably foster Open Education. The framework has been derived from a comprehensive review of public and Open Education policy documents and related literature, as well as identification and consideration of contiguous issues in the education landscape that directly impact openness and can potentially derail policies, including
-
The Effectiveness of Open Educational Resources in College Calculus. A Quantitative Study Open Praxis Pub Date : 2019-06-22 Scott Kersey
We investigate Open Educational Resources (OER) in post-secondary Calculus with face-to-face instruction using web-based homework in a side-by-side comparison with Closed (Proprietary) Educational Resources (CER). Statistical analyses using multilinear regression models are developed to demonstrate several significant effects, to within a probability of 5%. Our first finding is that students’ pretest
-
How e-learning engagement time affects academic achievement in e-learning environments. A large-scale study of open and distance learners Open Praxis Pub Date : 2019-06-22 Mehmet Firat, Aylin Öztürk, İhsan Güneş, Esra Çolak, Melda Beyaz, Köksal Büyük
The literature is considerably rich about engagement and academic achievement in the context of open and distance learning. However, there is limited research that investigates these variables with large scale participants. In this regard, the aim of this research was to investigate causal correlations between e-learning engagement time and academic achievement of open and distance learners according
-
Structural changes in the landscape of Spanish distance universities Open Praxis Pub Date : 2019-06-22 Daniel Domínguez Figaredo, José Francisco Alvarez Alvarez
The main national distance learning universities were launched before the emergence of the Internet. In order to adapt to digital connectivity, these universities had to modify their organizational and methodological procedures. But in recent years important changes have emerged in the field of educational technology, and this has significantly altered the higher education sector. This work analyzed
-
Testing the Intervention of OER Renewable Assignments in a College Course Open Praxis Pub Date : 2019-06-22 Maimoona Humaid Al Abri, Nada Dabbagh
The purpose of this study was to explore students and instructor perceptions of the concept of renewable assignments in the open educational resources (OER) movement. Mixed methods were used, with a combination of a survey and semi-structured interview, administered at George Mason University in the United States. Eleven graduate students enrolled in the Instructional Design and Technology program
-
Impact of organizational culture, organizational communication and supervisor support on the job satisfaction of employees working in online IT based distance learning institutions of Pakistan Open Praxis Pub Date : 2019-06-22 Khalid Usman
Distance education particularly the IT based distance learning is a fast growing concept in the academic world. The employees working in such distance learning institutions have certain issues that need to be investigated. One important such issue the job satisfaction of employees. Job satisfaction of employees can be investigated through several variables. Job satisfaction is equally important in
-
User-Generated Content’s Impact on the Sustainability of Open Educational Resources Open Praxis Pub Date : 2019-06-22 Janani Ganapathi
Sustainability is a fundamental requirement to ensure long-term viability of open educational resource (OER) initiatives. To afford technology upgrades and author costs, most of the existing initiatives are heavily reliant on continued funding; limiting OER models to invest in commissioned works. User-generated resources come as a solution to this problem, although a fairly novel concept to the area
-
Dropout patterns and cultural context in online networked learning spaces Open Praxis Pub Date : 2019-03-04 Aras Bozkurt, Yavuz Akbulut
Dropout is a major concern in networked learning practices, however, little is known about the issue within the perspective of cultural contexts. On this basis, cultural context and dropout patterns were examined through a mixed-methods approach in which social network analysis and two-way between-group comparisons (culture vs. dropout) were conducted. The sample comprised 179 MOOC learners who were
-
But What Do The Students Think: Results of the CUNY Cross-Campus Zero-Textbook Cost Student Survey Open Praxis Pub Date : 2019-03-04 Shawna Brandle, Stacy Katz, Anne Hays, Amy Beth, Cailean Cooney, Jacqueline DiSanto, Linda Miles, Abigail Morrison
The results of the first cross-campus survey of student opinions on Zero Textbook Cost (ZTC) courses are in: City University of New York (CUNY) students like their ZTC courses, primarily for the cost savings and ease of access. The survey results yield rich data about how positively students feel about their Zero Textbook Cost (ZTC) courses as well as ways to improve the design and delivery of Zero
-
The Complexity of Transnational Distance Students: A Review of the Literature Open Praxis Pub Date : 2019-03-04 William H. Stewart
Transnational education is a rapidly evolving and constantly changing field. The Internet has enabled virtually global access to distance education opportunities, however transnational distance students in particular have often been miscategorized, oversimplified, or overlooked in prior research. This literature review synthesizes research and publications over a ten-year period focusing on the emerging
-
“I find the whole enterprise daunting”: Staff understanding of Open Education initiatives within a UK university Open Praxis Pub Date : 2019-03-04 Sinead Harold, Vivien Rolfe
“Open” initiatives, which focus on increasing access to education, resources, and research, are often practised by individuals rather than universities. However, universities must now produce openly accessible research to comply with research funding and assessment requirements. To encourage staff participation, universities need to understand what participation barriers their staff face. 67 University
-
Challenges Faced by Adult Learners in Online Distance Education: A Literature Review Open Praxis Pub Date : 2019-03-04 Mehmet Kara, Fatih Erdoğdu, Mehmet Kokoç, Kursat Cagiltay
Although online distance education provides adult learners with an opportunity for life-long learning, there are still factors challenging them to engage in educational processes. The purpose of this study is to explore the challenges faced by adult learners in online distance education through the analysis of the relevant literature. The articles (N=36) published in the key journals in the fields
-
Self-study with the Educational Technology Tell Me More: What EFL Learners do Open Praxis Pub Date : 2019-03-04 George Gyamfi, Panida Sukseemuang, Kornsak Tantiwich, Pittayatorn Kaewkong
This study investigated 350 English as a foreign language (EFL) undergraduate students’ use of Tell Me More (TMM), a language learning technology, for self-study in a university in the south of Thailand. Two questions guided the study: 1) What were learners’ self-study practices with the TMM program? 2) How did learners’ self-study practices enhance or undermine the purpose of using the TMM program
-
Open Practices in Public Higher Education in Portugal: faculty perspectives Open Praxis Pub Date : 2019-03-04 Paula Cardoso, Lina Morgado, António Teixeira
In recent years, the Open Educational Resources (OER) and Open Access (OA) movements have been essential in creating opportunities in all scholarly activities, within the context of higher education. The main purpose of this research was to understand how perceptions and practices of faculty towards OER are related to their perceptions and practices towards OA. It is an exploratory and descriptive
-
Brief report on Open Praxis figures and data (2018) Open Praxis Pub Date : 2019-03-04 Inés Gil-Jaurena
This brief introduction in the first Open Praxis issue in 2019 reports on some and information and data about the Open Praxis development in the period from January 2013 to December 2018, with a special focus on volume 10, published in 2018. After the brief report, what follows is an introduction to the first Open Praxis issue in volume 11, which includes seven research papers.
-
Scoping the nascent: An analysis of K-12 OER research 2012-2017 Open Praxis Pub Date : 2018-12-28 Constance Blomgren, Iain MacPherson
Awareness and use of Open Educational Resources (OER) has grown at all levels of education. Higher education researchers actively study OER but K-12 OER research indicates limited published results. To address this gap, this study examined articles meeting defined criteria and analyzed the results. Findings include cohesion of author-supplied keywords and ten primary categories of focus. From 38 articles
-
Open Textbooks in an Introductory Sociology Course in Canada: Student Views and Completion Rates Open Praxis Pub Date : 2018-12-28 Heather M. Ross, Christina Hendricks, Victoria Mowat
Open educational resources (OER), including open textbooks, are free, adaptable learning resources. The integration of these materials in place of commercial textbooks allows for considerable financial savings for students and creates opportunities for more active and engaged learning. The growing interest in the use of OER at a Western Canadian university led to the chance to survey students for their
-
Designing Online Curriculum: Program Revisions and Knowledge Exchange Open Praxis Pub Date : 2018-12-28 Sibylle Gruber
In this article, I focus on the importance of knowledge exchange and knowledge communities to create an online curriculum that moves from individual course design to shared curriculum design. I draw from current discussions on communities of practice, agoras, and knowledge societies, expanding on the notion that knowledge, in order to benefit society, has to be shared. I show the results of a program
-
Personalizing Feedback Using Voice Comments Open Praxis Pub Date : 2018-12-28 Kjrsten Keane, Daniel McCrea, Miriam Russell
While text-based feedback is normally used by college instructors to help students improve their written assignments, it is important to consider using voice comment tools for further personalization. New and easily-accessible technologies provide this option. Our study focused on surveying undergraduates who received voice comments on their written assignments. Students were queried on their preferences
-
Findings from a Case Study on Refugees Using MOOCs to (Re)enter Higher Education Open Praxis Pub Date : 2018-12-28 Gabi Witthaus
This paper presents a case study evaluating the online learning experience of ten refugees on MOOCs. Qualitative data were collected from the learners, generating a set of 43 statements depicting the learners’ experience of learning, which were analysed using an augmented Community of Inquiry (CoI) theoretical framework. The key findings show that learners particularly desired teaching presence in
-
Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Technical and Comprehensive Ghanaian Universities Open Praxis Pub Date : 2018-12-28 Judith Pete, Fred Mulder, Jose Dutra Oliveira Neto, Kathleen Ludewig Omollo
This paper is the second in a series of three with a common goal to present a fair OER picture for Sub-Saharan Africa, represented by large-scale studies in three countries: Kenya, Ghana, and South Africa. This paper examines a deliberate selection of four Ghanaian universities with randomly sampled students and lecturers. Distinct questionnaires for students and the lecturers have been used, which
-
‘Dark reuse’: an empirical study of teachers’ OER engagement Open Praxis Pub Date : 2018-12-28 Tita Beaven
There is scant evidence of OER reuse or sharing; OER apologists maintain that reuse is happening in private spaces, but others argue there is no evidence of such ‘dark reuse’. The OER lifecycle provides a model of OER engagement, defining five key practices: finding, composing, adapting, reusing and sharing. However, no empirical research has yet investigated whether teachers’ engagement with OER follows
Contents have been reproduced by permission of the publishers.