样式: 排序: IF: - GO 导出 标记为已读
-
JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC Journal of Interactive Media in Education Pub Date : 2022-01-01 Katy Jordan,Fereshte Goshtasbpour
-
Moving Teaching Online: Cultural Barriers Experienced by University Teachers During Covid-19 Journal of Interactive Media in Education Pub Date : 2021-09-08 Allison Littlejohn,Lesley Gourlay,Eileen Kennedy,Kit Logan,Tim Neumann,Martin Oliver,John Potter,Jennifer Rode
This empirical study examines the experiences of academics and professional service staff in a large UK university during first weeks of the transition to online teaching and working from home during the Covid-19 pandemic. The method draws on the work by Gourlay and Oliver (2018) to explore engagement with the digital university in everyday practice. Using data from 412 survey responses and 32 interviews
-
The Role of Activeness for Potentiating Learning in LMOOCs for Vulnerable Groups Journal of Interactive Media in Education Pub Date : 2021-06-21 Timothy Read,Elena Barcena
In this article the authors present a new concept, activeness, as a dynamic psychological and cognitive state of effective engaged language learning. It is defined in terms of investment, integration and performance, and empowers vulnerable students to exercise control of their learning and progress based on their needs and desired outcomes. It is argued that activeness has a double didactic and linguistic
-
Driven by Emotions! The Effect of Attitudes on Intention and Behaviour regarding Open Educational Resources (OER) Journal of Interactive Media in Education Pub Date : 2021-02-11 Daniel Otto
Open Educational Resources (OER) have become widespread, but constantly lack adoption. The various studies that address this lack predominantly focus on structural causes (e.g. lack of time, legal uncertainty) while omitting individual factors. However, the latter especially can yield insights into the ‘black box’ of individual drivers for OER engagement. Employing a theoretical concept of attitudes
-
-
Pivoting Open? Pandemic Pedagogy and the Search for Openness in the Viral Learning Environment Journal of Interactive Media in Education Pub Date : 2021-01-01 Leo Havemann,Verena Roberts
This paper is based on the authors' experiences and reflections working in educational technology and design support roles in higher education during the COVID-19 pandemic. We retrace our lived experience from the beginning of the pandemic in the spring (from our vantage points in the UK and Canada) and the associated 'pivot online' enacted in education around the world, through to the autumn of 2020
-
Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions Journal of Interactive Media in Education Pub Date : 2021-01-01 Olga Belikov,Charlene A. VanLeeuwen,George Veletsianos,Nicole Johnson,Patrice Torcivia Prusko
The disruption that resulted from COVID-19 in 2020 impacted the ways in which higher education faculty lived and worked. Earlier literature describes how faculty members’ experiences during the early months of the pandemic included emotional impacts such as stress and anxiety, with little support to manage these impacts. In this paper we report on a thematic analysis of interviews with Canadian faculty
-
Caring in Practice, Caring for Knowledge Journal of Interactive Media in Education Pub Date : 2021-01-01 Johanna Funk
This paper positions Open Educational Practices (OEP) as adding significant value to pandemic-era online learning. Much of online learning during Covid was characterised as being low quality, and an emphasis on providing care began to override the impact that reformed pedagogy could have in caring for students. Concepts of Indigenous Knowledge Authority, consent, collaboration, situated knowledge in
-
Barriers in Times of Digital Teaching and Learning – a German Case Study: Challenges and Recommendations for Action Journal of Interactive Media in Education Pub Date : 2021-01-01 Lisa Ulzheimer,Annika Kanzinger,Alina Ziegler,Bernd Martin,Joerg Zender,Antje Römhild,Christine Leyhe
The Covid-19 pandemic has raised significant challenges for universities. Digital inclusion “of all learners regardless of their circumstances, learning prerequisites and needs” is a major challenge (Walgenbach, Compes & Lambrich 2019: 9, authors’ translation). Starting with accessibility and related concepts such as digital inclusion and digital divide, we intend to create a wider view of barriers
-
‘Engagement’ Discourses and the Student Voice: Connectedness, Questioning and Inclusion in Post-Covid Digital Practices Journal of Interactive Media in Education Pub Date : 2021-01-01 Lesley Gourlay,Kristyna Campbell,Lauren Clark,Cosette Crisan,Evi Katsapi,Katherine Riding,Ian Warwick
The Covid-19 crisis has led to a rapid pivot to online teaching and student engagement across higher education internationally, due to public health ‘lockdown’ measures. In March 2020 in the UK this move was sudden, and universities were forced to move their provision to digital formats with little preparatory time, and in many cases, inadequate training and experience. In the subsequent period, higher
-
Educational Technology Research: Contexts, Complexity and Challenges Journal of Interactive Media in Education Pub Date : 2021-01-01 Eileen Scanlon
This paper explores the development of educational technology research over the last 50 years. This is done by considering what has influenced this development and what are current trends. The issue is further explored by considering what influence these trends have had on the development of distance learning pedagogy, especially for the education of adults. Technology Enhanced Learning or educational
-
Cultural Levels and Pre-Service Teachers’ Behaviour Towards the Use of Open Educational Resources Journal of Interactive Media in Education Pub Date : 2021-01-01 Muhammad Zaheer Asghar,Yasemin Kahyaoğlu Erdoğmuş,Pirita Seitamaa-Hakkarainen
The behaviour to use innovation and technology for teaching, learning, and research is influenced by different levels of culture, ranging from the supranational, professional, and organizational to the individual level. The current study focused on the organizational, professional, and individual levels of cultural influence on preservice teachers’ intentions towards the use of open educational resources
-
Mapping “A Situation of Open Education”: Using Collaborative Relational Mapping to Explore Motivations and Constraint Among Open Educators Journal of Interactive Media in Education Pub Date : 2021-01-01 Tanya Elias
This short paper, analyzes “a situation of open education” using a relational map constructed in collaboration with a group of open educators as part of a larger study of the implications of scale within the field of open education. Applying situational analysis research methodology with its feminist and post-structural underpinnings, the purpose of this study is not to seek a “right” or “wrong” approach
-
Human Relationships in Higher Education: The Power of Collaboration, Creativity and Openness Journal of Interactive Media in Education Pub Date : 2021-01-01 Chrissi Nerantzi,Gerasimos Chatzidamianos,Haroula Stathopoulou,Efthymia Karaouza
We educators may have been obsessed with perfection, expertise, polished experiences and performances too much for too long. Where is the human? Ironed out? This provocative opinion paper is a collection of the authors' reflections based on experiences, observations, ideas and readings. We invite educators to consider and explore what may help them (re-) connect with their inner selves and others socially
-
Emergency Remote Teaching During COVID19: The Role of Teachers’ Online Community of Practice (CoP) in Times of Crisis Journal of Interactive Media in Education Pub Date : 2021-01-01 Mark B. Ulla,William F. Perales
While previous studies in the literature may have used the concept of a community of practice (CoP) to investigate its role for teachers’ professional development, this study identifies the role of a teachers’ CoP in navigating the challenges in online/remote teaching faced by six teachers of English as a foreign language (EFL) in a university in Thailand during the COVID19 pandemic. This study employed
-
Professional Development for Sustaining the ‘Pivot’: The impact of the Learning Design and Course Creation Workshop on Six Belarusian HEIs Journal of Interactive Media in Education Pub Date : 2021-01-01 Tom Olney,Siarhei Piashkun
Throughout 2020, and into 2021, national governments were forced at different times to impose ‘lockdown’ on traditional approaches to education to cope with the impact of COVID-19. Higher education institutions (HEI) with face-to-face models scrambled to ‘pivot’ to distance and online learning. Whilst originally conceived as a temporary measure, the longevity of the virus has raised significant questions
-
A Case Study in Mitigating COVID-19 Inequities through Free Textbook Implementation in the U.S. Journal of Interactive Media in Education Pub Date : 2021-01-01 Katherine Williams,Eric Werth
COVID-19, in addition to disrupting the global education system in general, is widening the economic and racial gaps institutions have spent years trying to address. The economic reality is that students who work to support themselves, their families, and purchase educational materials needed to succeed have been disproportionately harmed. This article discusses how the global COVID-19 pandemic is
-
A Case Study on Teacher Educators’ Technology Professional Development based on Student Teachers’ Perspectives in Malawi Journal of Interactive Media in Education Pub Date : 2021-01-01 Foster Gondwe
Student teachers’ perspectives on how their teacher educators act as exemplars of using technology appropriately (or fail to do so) could create a basis for teacher educators’ technology professional development (TPD). However, there is a dearth of research on student teachers’ input into teacher educators’ TPD, as research is dependent on self-reports of teacher educators’ own competencies. This study
-
GO-GN Special Collection: Editorial Journal of Interactive Media in Education Pub Date : 2021-01-01 Martin Weller
-
Educators as Content Creators in a Diverse Digital Media Landscape Journal of Interactive Media in Education Pub Date : 2021-01-01 Michael Paskevicius
-
Motivating Factors among University Faculty for Adopting Open Educational Resources: Incentives Matter Journal of Interactive Media in Education Pub Date : 2021-01-01 Tomohiro Nagashima,Susan Hrach
Despite an increasing need for integrating Open Educational Resources (OER) into teaching at higher education institutions in North America, advocates could better understand how faculty are motivated to adopt OER. In particular, there is a lack of knowledge about how added incentives can help motivate faculty to adopt OER. Given reported barriers affecting OER adoption, evaluating what additional
-
Open Educational Practice and Workforce Competence in Cultural Studies Journal of Interactive Media in Education Pub Date : 2021-01-01 Johanna Funk
-
A Latin American Critical Conceptual Model on the Adoption of Open Educational Resources Journal of Interactive Media in Education Pub Date : 2021-01-01 Virginia Rodés,Adriana Gewerc
A conceptual model on OER adoption is presented, as the substantive theoretical synthesis of a Grounded Theory study, whose purpose was to identify which factors influence the adoption of OER among teachers in Latin American universities. Main theoretical-methodological bases are rooted and analised, in comparison with the traditional approach identified in the most recent literature. From a double
-
Will Academic Library Publishing Break OER? A Diffusion of Innovations Study Journal of Interactive Media in Education Pub Date : 2021-01-01 Kathy Essmiller,Tutaleni Asino
-
Challenges to Achieving a More Inclusive and Sustainable Open Education Journal of Interactive Media in Education Pub Date : 2021-01-01 Francisco Iniesto,Bernardo Tabuenca,Covadonga Rodrigo,Edmundo Tovar
This paper showcases relevant initiatives to address inclusive and sustainable development through the objectives of UNESCO’s Sustainable Development Goal 4 (SDG4) towards ensuring inclusive and equitable quality education and to promote lifelong learning opportunities for all. These research projects have been possible thanks to initiatives such as the global Open Educational Resources (OER) Graduate
-
Editorial: Learning from Lockdown Special Collection Journal of Interactive Media in Education Pub Date : 2021-01-01 Katy Jordan,Ann Jones
In this collection, after almost a year of the Covid-19 pandemic, authors reflect on its impact on higher education, world-wide; including, amongst other topics, challenges for staff and students; new approaches to teaching; accessibility and the support provided by communities.
-
Teacher Education in the Emergency: a MOOC-Inspired Teacher Professional Development Strategy Grounded in Critical Digital Pedagogy and Pedagogy of Care Journal of Interactive Media in Education Pub Date : 2021-01-01 Virginia Rodés,Mariana Porta,Lucia Garófalo,Carolina Rodríguez Enríquez
The Covid-19 pandemic started off a process that would drastically change the ways to teach and learn, deepening and accelerating the relationship between technologies and educational processes, reshaping the Higher Education scenario. The emergency challenged Universidad de la Republica, the main public university in Uruguay, which in turn designed and implemented Emergency Remote Teaching, that allowed
-
The Choices that Connect Uncertainty and Sustainability: Student-Centred Agile Decision-Making Approaches Used by Universities in Australia and the UK during the COVID-19 Pandemic Journal of Interactive Media in Education Pub Date : 2021-01-01 Tünde Varga-Atkins,Rhona Sharpe,Sue Bennett,Shirley Alexander,Allison Littlejohn
Given that universities have significant choices to make about what is retained from our emergency measures, the authors set out to use the record of our biweekly meetings to examine the choices that we have made during the pandemic and how we have made them. In this collaborative reflective article from authors from five different institutions in the UK and Australia, we demonstrate that student-centred
-
Supporting Access to Justice Through Volunteer Training: An Evaluation of an Open Educational Resource Journal of Interactive Media in Education Pub Date : 2021-01-01 Hugh McFaul,Elizabeth FitzGerald
Declining levels of state provision of free legal advice and representation has led to increased demand for support from legal charities. This study evaluates a co-designed Open Educational Resource providing education and training for support workers volunteering for the UK legal charity Support Through Court. Addressing issues of domestic abuse and related civil law procedures, the resource was primarily
-
Educational Technology Research Patterns in the Realm of the Digital Knowledge Age Journal of Interactive Media in Education Pub Date : 2020-09-17 Aras Bozkurt
Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational
-
The Online Interface and Social Inclusion: A MOOC Study in Turkey Journal of Interactive Media in Education Pub Date : 2020-05-11 Serpil Meri-Yilan
One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, boosting their general level of social inclusion. Whether a MOOC actually succeeds in enhancing students’ social inclusion, however, is shaped by two elements of the course: 1) the features
-
30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning Journal of Interactive Media in Education Pub Date : 2020-05-11 Suzan Koseoglu, Tugba Ozturk, Hasan Ucar, Engin Karahan, Aras Bozkurt
Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a
-
Textbook Broke: Textbook Affordability as a Social Justice Issue Journal of Interactive Media in Education Pub Date : 2020-05-11 J. Jacob Jenkins, Luis A. Sánchez, Megan A. K. Schraedley, Jaime Hannans, Nitzan Navick, Jade Young
In light of rising textbook prices, open education resources (OER) have been shown to decrease non-tuition costs, while simultaneously increasing academic access, student performance, and time-to-graduation rates. Yet very little research to date has explored OER’s specific impact on those who are presumed to benefit most from this potential: historically underserved students. This reality has left
-
A Case Study on the Decentralisation of Lifelong Learning Using Blockchain Technology Journal of Interactive Media in Education Pub Date : 2020-01-01 Alexander Mikroyannidis,Allan Third,John Domingue
Blockchain technology provides a decentralised peer-to-peer infrastructure, supporting openness, transparency, accountability, identity management and trust. As such, the Blockchain has the potential to revolutionise education in a number of ways. Blockchain technology offers opportunities to thoroughly rethink how we find educational content and training services online, how we register and pay for
-
The Role of a Pronunciation LMOOC in Higher Education Studies Journal of Interactive Media in Education Pub Date : 2020-01-01 Eva Estebas-Vilaplana,Mariángel Solans
This paper examines the creation and running of the Language MOOC (LMOOC) “The Acquisition of English Pronunciation through Songs and Literary Texts” (1st ed.) and its effects on the proficiency rates of English pronunciation of a group of Spanish speakers registered in the Degree in English Studies offered at the Distance Learning University in Spain (UNED). The LMOOC included a new approach to phonetics
-
Online, Open and Flexible Higher Education Conference 2019 – Selected Papers Journal of Interactive Media in Education Pub Date : 2020-01-01 Martin Weller
In this special collection we bring together four papers from last year’s EADTU conference. The OOFHEC2019 conference was held in Madrid, Spain with the theme of “Blended and online education within European un iversity networks”. Four papers that cover the range of this topic were extended and adapted for publication in this issue of JIME. The papers were selected by the conference orga nising committee
-
Analytics for Tracking Student Engagement Journal of Interactive Media in Education Pub Date : 2020-01-01 Christine Gardner,Allan Jones,Helen Jefferis
Although there has been much research in the area of data analytics in recent years (e.g. Shum and Ferguson 2012), there are questions regarding which analytic methodologies can be most effective in informing higher education teaching and learning practices (Gibson and de Freitas, 2016). This project focuses on one module within the School of Computing and Communications in the STEM faculty to gain
-
Approaches to Open Education and Social Justice Research Journal of Interactive Media in Education Pub Date : 2020-01-01 Sarah Lambert,Laura Czerniewicz
-
Who Gets to Wield Academic Mjolnir?: On Worthiness, Knowledge Curation, and Using the Power of the People to Diversify OER Journal of Interactive Media in Education Pub Date : 2020-01-01 Amy T. Nusbaum
1In many academic fields Western/white/male/cishetero2/abled perspectives are often centered, while other perspectives are presented as “other.” Implicitly, this sends messages to students that success looks like one type of person, knowledge is generated in one kind of way, and their background is not worth being centered. While open educational resources (OER) are often marketed as a tool for social
-
Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom Journal of Interactive Media in Education Pub Date : 2020-01-01 Monica Brown, Benjamin Croft
Open social annotation, while offering opportunities for the creation of new knowledge, empowerment, and dynamic dialogue for learning, also contains inherent risk of safety for marginalized student populations navigating open knowledge practices. In this paper, we will explore both the opportunities for subverting traditional knowledge structures offered by open social annotation, while also bringing
-
Advancing Social Justice for Asylum Seekers and Refugees in the UK: An Open Education Approach to Strengthening Capacity through Refugee Action’s Frontline Immigration Advice Project Journal of Interactive Media in Education Pub Date : 2020-01-01 Koula Charitonos, Carolina Albuerne Rodriguez, Gabi Witthaus, Carina Bossu
Britain’s asylum system fails the most vulnerable; it cannot ensure that people who are least able to protect themselves are provided with the legal assistance that they require to cope with the challenges with which they are inevitably faced. Against this background, the charity Refugee Action developed the Frontline Immigration Advice Programme (FIAP), a technology-supported capacity strengthening
-
Indigenous Authorship on Open and Digital Platforms: Social Justice Processes and Potential Journal of Interactive Media in Education Pub Date : 2020-01-01 Johanna Funk, Kathy Guthadjaka
Online digital platforms can increase access to educational opportunities for marginalised students, authors and communities, but digital platform design can further marginalise Indigenous knowledge because such platforms are structured according to western epistemological assumptions. They do not accommodate for Indigenous or alternative knowledge frameworks. In addition, the premium placed on openness
-
Social Justice and K-12 Teachers’ Effective Use of OER: A Cross-Cultural Comparison by Nations Journal of Interactive Media in Education Pub Date : 2020-01-01 Hengtao Tang, Yu Bao
Open educational resources (OER) have the potential to promote social justice imperatives in education, but because of the uneven provision of technical infrastructure across different countries, it remains uncertain whether the people who need OER the most are its primary beneficiaries. In K-12 education, educators play a major role in the effort to incorporate OER into classroom teaching but, even
-
Framing Open Educational Practices from a Social Justice Perspective Journal of Interactive Media in Education Pub Date : 2020-01-01 Maha Bali, Catherine Cronin, Rajiv S. Jhangiani
OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin & McLaren 2018; DeRosa & Jhangiani 2017; Koseoglu & Bozkurt 2018). This article attempts to build on existing OEP research and practice in two ways. First, we provide a typology of OEP, giving
-
Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices Journal of Interactive Media in Education Pub Date : 2020-01-01 Taskeen Adam
As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’
-
Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town Journal of Interactive Media in Education Pub Date : 2020-01-01 Glenda Cox, Bianca Masuku, Michelle Willmers
There is currently a clarion call to address social injustice in South African higher education (HE) in order to achieve greater equity in access. Within this context, current social injustices pertain to financial exclusion as well as epistemic marginalisation and are embodied in the predominance of expensive textbooks which are authored in the Global North, meaning that they are unaffordable for
-
Book Review – 2020 Journal of Interactive Media in Education Pub Date : 2020-01-01 Chris Douce, Natascha Chtena, Gillian Ferguson, Alison Fox, Brenna Clarke Gray
The following publication contains book reviews of these titles: Herodotou, C., Sharples, M. and Scanlon, E. (eds) (2018) Citizen Inquiry: Synthesising Science and Enquiry Learning. London: Routledge, 237 pages ISBN 9781138208698 Baxter, J., Callaghan, G., and McAvoy, J. (eds) (2018) Creativity and Critique in Online Learning: Exploring and Examining Innovations in Online Pedagogy. London: Palgrave
-
VLEs: A Metaphorical History from Sharks to Limpets Journal of Interactive Media in Education Pub Date : 2020-01-01 Tom Farrelly, Eamon Costello, Enda Donlon
In this paper we chart the history of selected metaphors that have been used to describe Virtual Learning Environments (VLEs) over the last 15 years. Martin Weller famously claimed in 2007 that “the VLE is dead”. This provocation positioned the VLE as an object of history, forcing us to consider its past, present and future. This notion of historical mapping is important as many educational technologies
-
From Portafoglio to Eportfolio: The Evolution of Portfolio in Higher Education Journal of Interactive Media in Education Pub Date : 2020-01-01 Orna Farrell
This article traces the evolution of the concept of portfolio from the Renaissance to the present day. Over time the meaning of portfolio has evolved from its origins as a case for holding loose papers to other contexts such as finance, government and education. Portfolios have evolved from paper to electronic, from local networks to the world wide web. The decade from 2000–2010 was a period when technology
-
History of Educational Technology – Editorial Journal of Interactive Media in Education Pub Date : 2020-01-01 Martin Weller
This collection brings together four articles which examine both broad approaches to the history of educational technology and more specific analysis of particular technologies. The broader reviews investigate different research patterns and the different challenges and contexts that such research has responded to. The specific analyses examine the development of eportfolios and VLEs. The history of
-
Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students Journal of Interactive Media in Education Pub Date : 2020-01-01 Mollie Dollinger, Sarah Cox, Rebecca Eaton, Jessica Vanderlelie, Sam Ridsdale
This article will explore usage patterns and perceptions of online learning support among university students. As higher education expands to include increasingly diverse student cohorts, alternative online-supported learning services have gained attention as a mechanism to support student success. However, there is a paucity of research regarding student perceptions and usage patterns for online support
-
Teaching Transformations of Trigonometric Functions with Technology Journal of Interactive Media in Education Pub Date : 2020-01-01 Neil Bornstein
Trigonometry is integral to mathematics education. The field of trigonometry plays a crucial role in the study of mathematics and its applications. Despite the importance of the subject, students struggle to understand trigonometric constructs such as angle measure. It has also been noted how students struggle to understand transformations of functions generally. Our review of the literature found
-
Exploring Patterns in Student Dialogue While Using a Digital Platform Designed to Support Online Inquiry Journal of Interactive Media in Education Pub Date : 2019-09-10 Victoria L. Murphy, Julie Coiro, Carita Kiili
Online inquiry, or using the Internet to generate questions and then search for, analyse, and synthesise information about these questions, is an essential part of digital literacy. However, processes involved in online inquiry are substantially complex. Prior research suggests that digital platforms can scaffold online inquiry processes. Moreover, the value of scaffolding dialogue in collaborative
-
EADTU 2018 Conference Special Collection Journal of Interactive Media in Education Pub Date : 2019-01-01 Martin Weller
-
Designing a Rubric to Measure Elements of Transformative Learning in Online Learning: A Case Study of a FutureLearn MOOC Journal of Interactive Media in Education Pub Date : 2019-01-01 Nicola Beer
This study evaluates a two-week MOOC delivered on FutureLearn as part of an MSc in Nursing accredited by Coventry University to establish whether learners are demonstrating transformative learning. Evaluation is in the form of a rubric which is designed using Mezirow’s theory of Transformative Learning as a theoretical framework, alongside the activity types used to inform design of FutureLearn courses
-
The Pursuit of Patterns in Educational Data Mining as a Threat to Student Privacy Journal of Interactive Media in Education Pub Date : 2019-01-01 Kyriaki H. Kyritsi, Vasilios Zorkadis, Elias C. Stavropoulos, Vassilios S. Verykios
Recent technological advances have led to tremendous capacities for collecting, storing and analyzing data being created at an ever-increasing speed from diverse sources. Academic institutions which offer open and distance learning programs, such as the Hellenic Open University, can benefit from big data relating to its students’ information and communication systems and the use of modern techniques
-
Embedding and Sustaining Inclusive Practice to Support Disabled Students in Online and Blended Learning Journal of Interactive Media in Education Pub Date : 2019-01-01 Victoria Pearson, Kate Lister, Elaine McPherson, Anne-Marie Gallen, Gareth Davies, Chetz Colwell, Kate Bradshaw, Nicholas Braithwaite, Trevor Collins
UK higher education data has shown persistent differences in degree outcomes for specific student groups. Consequently, the Office for Students (the UK government’s higher education regulator) are funding 17 projects to address these inequalities. Building on its expertise, our institution is leading the IncSTEM project alongside colleagues from two other universities, to evaluate, scale up and promote
-
Book Reviews – 2019 Journal of Interactive Media in Education Pub Date : 2019-01-01 Kimberly Safford, Francesco Iniesto, Matthew Stranach, Simon Paul Atkinson, Pam Foley
The following publication contains book reviews of these titles: Ferster, B. (2016) Sage on the Screen: Education, Media and How We Learn. Baltimore: Johns Hopkins University Press. 197 pages. ISBN 13: 978-1-4214-2126-1. Littlejohn, A and Hood, N. (2018) Reconceptualising Learning in the Digital Age: The [Un] democratising Potential of MOOCs. Singapore: Springer. 108 pages. ISBN: 978-981-10-8892-6
-
Editorial Special Collection on Doctoral Research: Learning in an Open World Journal of Interactive Media in Education Pub Date : 2019-01-01 Francisco Iniesto, Garron Hillaire, Jenna Mittelmeier
This editorial introduces the JIME special collection focused on “Doctoral Research: Learning in an Open World”.
-
Using Technology-Enabled Learning Networks to Drive Module Improvements in the UK Open University Journal of Interactive Media in Education Pub Date : 2019-01-01 Lesley Boyd
This paper describes a work-in-progress action research project to investigate how technology-enabled learning networks may achieve practical organisational improvement outcomes in the author’s own institution, a UK distance learning higher education (HE) context. Collaborative learning technology, typically used for academic learning or professional development, affords the geographically scattered