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Using Educational Data Mining Techniques to Identify Profiles in Self-Regulated Learning: An Empirical Evaluation The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2022-02-01 Eric Araka,Robert Oboko,Elizaphan Maina,Rhoda Gitonga
With the increased emphasis on the benefits of self-regulated learning (SRL), it is important to make use of the huge amounts of educational data generated from online learning environments to identify the appropriate educational data mining (EDM) techniques that can help explore and understand online learners’ behavioral patterns. Understanding learner behaviors helps us gain more insights into the
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MOOC Evaluation System Based on Deep Learning The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2022-02-01 Jian-Wei Tzeng,Chia-An Lee,Nen-Fu Huang,Hao-Hsuan Huang,Chin-Feng Lai
Massive open online courses (MOOCs) are open access, Web-based courses that enroll thousands of students. MOOCs deliver content through recorded video lectures, online readings, assessments, and both student–student and student–instructor interactions. Course designers have attempted to evaluate the experiences of MOOC participants, though due to large class sizes, have had difficulty tracking and
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An Intelligent Nudging System to Guide Online Learners The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2022-02-01 M. Elena Rodriguez,Ana Elena Guerrero-Roldán,David Baneres,Abdulkadir Karadeniz
This work discusses a nudging intervention mechanism combined with an artificial intelligence (AI) system for early detection of learners’ risk of failing or dropping out. Different types of personalized nudges were designed according to educational principles and the learners’ risk classification. The impact on learners’ performance, dropout reduction, and satisfaction was evaluated through a study
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An Internet Articles Retrieval Agent Combined With Dynamic Associative Concept Maps to Implement Online Learning in an Artificial Intelligence Course The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2022-02-01 Yu-Ping Cheng,Shu-Chen Cheng,Yueh-Min Huang
Online learning has been widely discussed in education research, and open educational resources have become an increasingly popular way to help learners acquire knowledge. However, these resources contain massive amounts of information, making it difficult for learners to identify Web articles that refer to computer science knowledge. This study developed an Internet articles retrieval agent combined
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Editorial - Volume 23, Issue 1 The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2022-02-01 Ting-Chia Hsu,Hal Abelson,Natalie Lao
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AI in Online-Learning Research: Visualizing and Interpreting the Journal Publications from 1997 to 2019 The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2022-02-01 Gwo-Jen Hwang,Yun-Fang Tu,Kai-Yu Tang
This study reviews the journal publications of artificial intelligence-supported online learning (AIoL) in the Web of Science (WOS) database from 1997 to 2019 taking into account the contributing countries/areas, leading journals, highly cited papers, authors, research areas, research topics, roles of AIoL, and adopted artificial intelligence (AI) algorithms. Results indicate that, from 1997 to 2009
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Using Few-Shot Learning Materials of Multiple SPOCs to Develop Early Warning Systems to Detect Students at Risk The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2022-02-01 Yung-Hsiang Hu
Early warning systems (EWSs) have been successfully used in online classes, especially in massive open online courses, where it is nearly impossible for students to interact face-to-face with their teachers. Although teachers in higher education institutions typically have smaller class sizes, they also face the challenge of being unable to have direct contact with their students during distance teaching
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The Effects on Secondary School Students of Applying Experiential Learning to the Conversational AI Learning Curriculum The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2022-02-01 Ting-Chia Hsu,Hal Abelson,Jessica Van Brummelen
The purpose of this study was to design a curriculum of artificial intelligence (AI) application for secondary schools. The learning objective of the curriculum was to allow students to learn the application of conversational AI on a block-based programming platform. Moreover, the empirical study actually implemented the curriculum in the formal learning of a secondary school for a period of six weeks
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A Construct Revalidation of the Community of Inquiry Survey: Empirical Evidence for a General Factor Under a Bifactor Structure The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-11-22 Hongwei Yang, Ph.D.,Jian Su, Ph.D.
The study revisited the community of inquiry (CoI) instrument for construct revalidation. To that end, the study used confirmatory factor analysis (CFA) to examine four competing models (unidimensional, correlated-factor, second-order factor, and bifactor models) on model fit statistics computed using parameter estimates from a statistical estimator for ordinal categorical data. The CFA identified
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The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-11-22 Farhat Munir,Aizza Anwar,Daisy Mui Hung Kee
The COVID-19 pandemic has forced millions of students to stay indoors and adapt to the new normal, namely distance learning at home, placing online learning in the spotlight. However, students’ motivation for online learning and its effectiveness in skill development during the COVID-19 pandemic has not been widely studied. This study examined the relationship between students’ fear of COVID-19 and
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Exploring Open and Distance Learning Reform at the National University of Lesotho: A Managerial Perspective The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-11-22 Malefetsane Nketekete,Mamoeletsi Limakatso Mojalefa
This study investigated how open and distance learning (ODL) reform was managed within the Institute of Extramural Studies (IEMS), at the National University of Lesotho (NUL). The reform was introduced during the 2017/18 academic year with first-year programmes in three departments: (a) Adult Education; (b) Business and Management Development; and (c) Research, Evaluation, and Media. The study employed
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“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-11-21 Felipe Augusto de Mesquita Comelli,Michel Da Costa,Elisabeth Dos Santos Tavares
The COVID-19 pandemic has impacted society in different areas. In education, several reports show the deleterious effects of the disease on the physical and mental health of students, family members, and teachers around the world. Also, in Brazil, affect studies indicate the prevalence of anxiety, stress, and depression among students. The present research, of a qualitative nature, explores what it
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Cross Validating a Rubric for Automatic Classification of Cognitive Presence in MOOC Discussions The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-11-15 Yuanyuan Hu,Claire Donald,Nasser Giacaman
As large-scale, sophisticated open and distance learning environments expand in higher education globally, so does the need to support learning at scale in real time. Valid, reliable rubrics of critical discourse are an essential foundation for developing artificial intelligence tools that automatically analyse learning in educator-student dialogue. This article reports on a validation study where
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Editorial - Volume 22, Issue 4 The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-11-05 Dietmar Kennepohl
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How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-09-09 Tannis Morgan,Elizabeth Childs,Christina Hendricks,Michelle Harrison,Irwin DeVries,Rajiv Jhangiani
This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blended learning and institutional transformation research—can help to assess how an institution has progressed
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New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-08-31 Gaël Nongni
The scientific literature identifies five challenges related to training teachers: the basics of the constructivist approach, the problematization of mathematical knowledge to be taught, the promotion of interdisciplinarity, the use of digital pedagogical resources in planning teaching, and new skills to be developed due to the arrival of artificial intelligence. Considering the COVID-19 pandemic,
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Editorial - Volume 22, Issue 3 The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-08-23 Rory McGreal
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What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-08-23 Eric Werth,Katherine Williams
Open pedagogy is growing in popularity as an instructional method to decentralize classroom power dynamics, engage students, and provide greater meaning to student work. To investigate the impact of open pedagogy on motivation, interviews were conducted with first-year college students at a four-year liberal arts college after completing a semester-long project based on this pedagogical approach. Student
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Instructor Impact on Differences in Teaching Presence Scores in Online Courses The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-08-23 Holly Fiock,Yukiko Maeda,Jennifer C. Richardson
Using three interdependent constructs: social, cognitive, and teaching presence, the Community of Inquiry framework is a theoretical process model of online learning. Specifically, teaching presence contains three sub-elements—(a) facilitation of discourse, (b) direct instruction, and (c) instructional design and organization—that work together to create a collaborative-constructivist learning environment
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Open For All: The OERu’s Next Generation Digital Learning Ecosystem The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-08-10 David C. Lane,Claire Goode
This paper describes the functionality, scalability, and cost of implementing and maintaining a suite of open source technologies, which have supported hundreds of thousands of learners in the past year, on an information technology infrastructure budget of less than US$10,000 per year. In addition, it reviews pedagogical opportunities offered by a fully open digital learning ecosystem, as well as
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The Tensions Between Student Dropout and Flexibility in Learning Design: The Voices of Professors in Open Online Higher Education The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-08-04 Marlon Xavier,Julio Meneses
Flexibility is typical of open universities and their e-learning designs. While this constitutes their main attraction, promising learners will be able to study “anytime, anyplace,” this also demands more self-regulation and engagement, a cause for student dropout. This case study explores professors’ experiences of flexibility in e-learning design and continuous assessment and their perception of
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What We Talk About When We Talk About Virtual Learning Environments The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-08-04 Michael Flavin,Aditi Bhandari
This is a literature review analysing articles published on virtual learning environments (VLEs), otherwise known as learning management systems, in higher education in the years 2014–2018. The Web of Science database was used to identity relevant articles over this five-year period. The sample comprises 99 peer-reviewed, academic journal articles. A coding sheet is used to analyse each article, identifying
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University Students’ Persistence With Technology-Mediated Distance Education: A Response to COVID-19 and Beyond in Zimbabwe The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-08-04 Norman Rudhumbu
Technology-mediated distance education (TDE) has become part of the new normal in the range of teaching strategies used in universities in Zimbabwe. Contemporary literature abounds with studies that highlight challenges associated with access to education in universities, yet very little is highlighted about how TDE can be used to enhance access to education in Zimbabwean universities during the COVID-19
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Book Review: 25 Years of Ed Tech The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-06-08 S. K. Pulist
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A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-05-04 Florence Martin,Ting Sun,Murat Turk,Albert Ritzhaupt
Synchronous online learning (SOL) provides an opportunity for instructors to connect in real-time with their students though separated by geographical distance. This meta-analysis examines the overall effect of SOL on cognitive and affective educational outcomes, while using asynchronous online learning or face-to-face learning as control groups. The effects are also examined for several moderating
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Editorial - Volume 22, Issue 2 The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-05-03 Constance Blomgren
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Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-05-03 Rebecca A. Glazier,Heidi Skurat Harris
Post-COVID-19, many, if not most, college and university instructors teach both online and face-to-face, and, given that online courses historically have higher attrition rates, designing and facilitating effective online courses is key to student retention. Students need online and on-campus courses that are well designed and facilitated, but even well-designed classes can be ineffective if students
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Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-04-28 Esteban Vázquez-Cano,Paz Díez-Arcón
This article describes an investigation into the level of satisfaction among students at Spain’s National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. The sample consisted of 418 undergraduate and
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Video Lectures: An Analysis of Their Useful Life Span and Sustainable Production The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-04-28 José Miguel Santos Espino,Cayetano Guerra Artal,Sara María González Betancor
The learning effectiveness of video lectures has been extensively studied by the scientific community, but research on their cost-effectiveness and sustainable production is still very scarce. To shed light on these aspects, this study has measured the useful life span and cost-effectiveness of a large catalog of video lectures produced for undergraduate courses at a Spanish university. A Kaplan–Meier
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Development and Evaluation of an Open-Source, Online Training for the Measurement of Adult-Child Responsivity at Home and in Early Childhood Education and Care Settings The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-04-27 Michelle Rodrigues,Alessandra Schneider,Nina Sokolovic,Ashley Brunsek,Beatriz Oré,Michal Perlman,Jennifer Jenkins
Efforts to monitor and improve responsive caregiving for young children, because of its importance for child development, are part of the United Nations Sustainable Development Goals. Two brief observational measures of responsive caregiving have been developed and validated (Responsive Interactions for Learning—parent [RIFL-P] and educator [RIFL-Ed] versions), with the RIFL-P available in English
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Knowledge Marketplaces: An Analysis of the Influence of Business Models on Instructors’ Motivations and Strategies The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-04-27 Matthieu Tenzing Cisel,David Pontalier
Unlike MOOC platforms such as Coursera or edX, which typically partner with institutions of higher education, online knowledge marketplaces allow anyone to broadcast courses and charge for them. In this article, we investigate, through a mixed-method approach, the motivations and strategies of the instructors of Udemy and Skillshare. Semi-structured interviews and a quantitative analysis of the characteristics
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Is the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-04-21 Sarang Kim,Aidan Bindoff,Maree Farrow,Fran McInerney,Jay Borchard,Kathleen Doherty
Most massive open online courses (MOOCs) are offered in English, including those offered by non-English speaking universities. The study investigated an identified English language dementia MOOC’s accessibility and effectiveness in improving the dementia knowledge of non-native English speaker participants. A total of 6,389 enrolees (age range 18–82 years; 88.4% female) from 67 countries was included
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Book Review: Culturally Inclusive Instructional Design: A Framework and Guide to Building Online Wisdom Communities The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-24 Gülten Kartal
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A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-17 Jewoong Moon,Yujin Park
This scoping review explored the trends in open educational resources (OER) that support the interactions of learners with disabilities and the challenges of supporting these interactions in such environments. Emerging OER and open educational practices allow learners to interact with digital learning resources in self-regulated learning. Since OER assume learners’ self-regulation, research has explored
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Preparing Educators to Teach in a Digital Age The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-11 Mohsen Keshavarz,Andrea Ghoneim
This article describes the practical implementation of parts of Teaching in a Digital Age: Guidelines for Designing Teaching and Learning by A.W. Bates (2015) in a course for educators in Austria and the development of medical education for universities in Iran. With the publication of the second edition of Teaching in a Digital Age in 2019, the authors show the impact of the book in training educators
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First-Generation Students in Distance Education Program: Family Resources and Academic Outcomes The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-11 Michael R. Brubacher,Fortunate T. Silinda
Distance education students have less access to classmates as a social resource and may, therefore, rely more on family members for support. However, first-generation students, or students who are the first in their family to attend university, may lack the academic resources that family members can provide. Overall, first-generation students in distance education programs may be at particular risk
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Using Open Educational Resources at Viterbo University: Faculty and Student Feedback The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-11 Alissa L. Oelfke,Jennifer A. Sadowski,Cari Mathwig Ramseier,Christopher Iremonger,Katrina Volkert,Emily Dykman,Lynne Kuhl,Annie Baumann
This study evaluated a coordinated and collaborative pilot implementation of open educational resources (OER) across multiple disciplines including nursing, accounting, environmental science, religious studies, and finance. Participating faculty were qualitatively surveyed regarding their experience creating and implementing OER in a course. Students were surveyed on their perceptions of OER quality
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Are Highly Motivated Learners More Likely to Complete a Computer Programming MOOC? The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-11 Piret Luik,Marina Lepp
Computer programming MOOCs attract people who have different motivations. Previous studies have hypothesized that the motivation declared before starting the course can be an important predictor of distinctive dropout rates. The aim of this study was to outline the main motivation clusters of participants in a computer programming MOOC, and to compare how these clusters differed in terms of intention
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The The Impact of Demographic Characteristics on Academic Performance: Face-to-Face Learning Versus Distance Learning Implemented to Prevent the Spread of COVID-19 The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-11 Ghaleb Ghaleb A. El Refae,Abdoulaye Kaba,Shorouq Eletter
The spread of COVID-19 presents an opportunity for many educational institutions to implement distance learning and ensure the provision of educational resources and services, secure income and revenues, and contribute to the control and prevention of the coronavirus. This study was conducted to investigate the impact of demographic characteristics on academic performance. Students’ grades and grade
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Resonance and Current Relevance of IRRODL Highly-Cited Articles: An Integrative Retrospective The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-11 Debra Dell
This paper provides an integrative-retrospective analysis of highly-cited articles from past issues of the International Review of Research in Open and Distributed Learning (IRRODL). Download metrics of published articles were used to identify the top 100 downloaded IRRODL articles from 2000–2020. Publicly-available citation metrics for the top 100 articles were used to further refine the analysis
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The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-11 John C. Griffith,Emily K. Faulconer,Bobby L. McMasters
Faculty have conducted many studies on the relationship between learning mode and student performance but few researchers have evaluated final grades, grade distribution, and pass rates in a sophomore introductory statistics course with a non-traditional student population who self-selected the learning mode from among different course sections. Accordingly, we examined 307 end-of-course grades from
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A System of Indicators for the Quality Assessment of Didactic Materials in Online Education The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-11 Renata Marciniak,Cristina Cáliz Rivera
The quality of didactic materials is a source of concern for teachers, users, and educational institutions that offer online education. There is a lack of indicators to help assess the quality of three key types of didactic materials commonly used in online education: didactic units (i.e., materials that contain program contents), didactic guides (i.e., materials that provide information), and additional
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Learners’ Satisfaction With the Website Performance of an Open and Distance Learning Institution: A Case Study The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-11 Gopal Datt,Gagan Singh
This paper explores learners’ awareness of and satisfaction with the e-services that an open university provides its learners through its Website. The paper further highlights the influence of age, gender, and education levels on learners’ awareness and satisfaction levels. A case-study approach was adopted and an online survey was used to collect data from learners in various programs of study at
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Improving Intergroup Relations Through Online Contact The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-11 Meital Amzalag,Noa Shapira
This study examined an online professional development program designed to support meaningful acquaintance and reduce stereotypes and prejudices among teachers from different cultures in Israeli society. The rationale of the online program was based on the premise that indirect online contact might improve intergroup relations in diverse societies. The program was designed to progress gradually, starting
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Comparative Analysis of Operational Structures in Single- and Dual-Mode Distance Learning Institutions in Nigeria The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-11 Taiwo Isaac Olatunji,Tajudeen Adewumi Adebisi
This study examined the similarities and differences in the processes and facilities for distance education at National Open University of Nigeria (NOUN), a single-mode distance learning institution, and Obafemi Awolowo University (OAU), Ile-Ife, a dual-mode distance learning institution. The study adopted a case study research design, with a population of administrators/facilitators and distance learning
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Book Review: MOOCs and Open Education in the Global South: Challenges, Successes and Opportunities The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-11 Kirk Perris
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Learners’ Perception of the Transition to Instructor-Led Online Learning Environments: Facilitators and Barriers During the COVID-19 Pandemic The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-10 Aakash Kamble,Ritika Gauba,Supriya Desai,Devidas Golhar
Online learning environments (OLE) continue to expand due to the COVID-19 pandemic and the transition of a majority of educational institutions and universities worldwide from traditional classroom settings to online learning methods. The purpose of this study was to understand the perceptions of learners at a university in India toward the sudden transition from traditional face-to-face learning to
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Editorial - Volume 22, Issue 1 The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-03-02 Dietmar Kennepohl
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Distance Learning in Museums: A Review of the Literature The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-02-24 Megan Ennes,Imani Lee
Distance learning has become an important tool in many fields of education. Museums, like other educational institutions, have been offering distance learning programs to their audiences for more than 30 years. This scoping study examined the published literature related to distance learning programs in museums to inform future research in this field. Searches were conducted in three academic databases
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Book Review: Learning Online-The Student Experience The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-02-12 Özlem Oktay,Fırat Sösuncu
Online learning is widely used at the global level and thousands of students are experiencing online learning. Online learners demonstrate demographic diversity. Therefore, the experiences of online learners also differ. Not knowing the difficulties experienced by online learners is an obstacle to designing effective courses, making necessary decisions, and acting with the feeling of empathy. In order
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Museum-Based Distance Learning Programs: Current Practices and Future Research Opportunities The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-02-03 Megan Ennes
Museums play an important role in out-of-school learning. Many museums have begun offering distance learning programs to increase their reach and the accessibility of their collections. These programs serve a wide range of audiences from pre-kindergarten to lifelong learners. This descriptive study examined the current practices in museum-based distance learning programs. Additional data was collected
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Parents’ Perceptions of Their Children’s Experiences With Distance Learning During the COVID-19 Pandemic The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-02-02 Dr. Diala A. Hamaidi,Dr. Yousef M. Arouri,Rana K. Noufal,Islam T. Aldrou
This study aimed to investigate the perceptions of primary and secondary students’ parents in Jordan toward the distance learning process implemented in light of the coronavirus disease (COVID-19) pandemic. To achieve the study objectives, the researchers used the descriptive survey method to collect and analyze data and interpret the results. After developing the study instrument (questionnaire) and
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Analysis of Success Indicators in Online Learning The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-02-02 Ermira Idrizi,Sonja Filiposka,Vladimir Trajkovijk
This article examines the impact of personality traits, learning styles, gender, and online course factors (course difficulty, group affiliation, provided materials, etc.) in the academic success of students taking online courses and their overall success rate through traditional classes. Students’ performance in the online learning environment is still a new perception, and a fair numbers of details
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What Is Open Pedagogy? Identifying Commonalities The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-02-01 Phil Tietjen,Tutaleni I. Asino
Open pedagogy has been touted by advocates as a promising expansion of open educational resources because it involves shifting from making resources accessible to impacting the practice of teaching. The allure of the term coupled with its promise to bring greater innovation to pedagogy has led to its widespread use at conferences and publications. However, as the concept has gained increasing levels
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Investigation of the Factors Affecting Open and Distance Education Learners’ Intentions to Use a Virtual Laboratory The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-01-29 Hanife Çivril,Ali Ekrem Özkul
Laboratories, which are an integral part of education in disciplines that require hands-on training and application, can now be presented using new technologies, and application activities can be realized at a distance. In this study, virtual laboratories (VLs) are discussed, and factors affecting the students’ intention to use VLs are investigated. The study was conducted within laboratory applications
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IDEAS for Transforming Higher Education: An Overview of Ongoing Trends and Challenges The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-01-29 Lourdes Guàrdia,Derek Clougher,Terry Anderson,Marcelo Maina
The recent unexpected impact of the global pandemic on higher education has caused universities, governments, students, and teachers to reexamine all components of existing systems, including how to become more effective and efficient in using technologies for education. We have seen that moving classes online—either blended or fully online—can be done rapidly, but early reports show huge variations
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An Analysis of Digital Education in Canada in 2017-2019 The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-01-28 Dr. George Veletsianos,Dr. Charlene A. VanLeeuwen,Olga Belikov,Dr. Nicole Johnson
Digital education refers to in-person, blended, and fully online learning efforts, as well as attempts to capture a wide range of teaching and learning contexts which make use of digital technology. While digital education is pervasive in Canada, pan-Canadian data on digital education are relatively scarce. The Canadian Digital Learning Research Association/Association Canadienne de Recherche sur la
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Book Review: Guidelines on the Development of Open Educational Resources Policies The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-01-28 İrem Demirbağ,Sedef Sezgin
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Impact of Changes in Teaching Methods During the COVID-19 Pandemic: The Effect of Integrative E-Learning on Readiness for Change and Interest in Learning Among Indonesian University Students The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-01-26 Anggun Resdasari Prasetyo,Harlina Nurtjahjanti,Lusi Nur Ardhiani
The COVID-19 pandemic has forced universities to conduct online learning, requiring lecturers to create innovative e-learning methods and students to be ready to adapt and show high interest in learning. This study aimed to examine the effect of an integrative e-learning method on students’ readiness and interest in learning at Universitas Diponegoro, Indonesia. This research was experimental, designed
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Evaluation of Open Educational Resources for an Introductory Exercise Science Course The International Review of Research in Open and Distributed Learning (IF 2.77) Pub Date : 2021-01-25 Angela R. Hillman,Anna R. Brooks,Marcus Barr,Jesse Strycker
While open educational resources (OER) have gained popularity, nearly three quarters of faculty are not aware they are available for use. However, when used, they are well received and do not negatively impact quality of learning. OER can be used within a variety of platforms, including software that aims to be more interactive and engage students in active learning and assessment. One such platform