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28 septembre 2017

Editorial - International Review of Research in Open and Distributed Learning - Volume 18, Number 6

We are pleased to bring you the penultimate issue of 2017, a collection of 16 research pieces and one field note that comprises a literature review on MOOCs. Researchers continue to investigate the nature of MOOCs, although we have only two MOOC-research pieces this issue. The first is from Kahan, Soffer, and Nachmias, who sought to characterize the different types of participant behavior in a MOOC using a data mining methodology with 21,889 participants. More...

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28 septembre 2017

Editorial - International Review of Research in Open and Distributed Learning - Volume 18, Number 5

This summer issue of IRRODL begins with articles on open education and ends with a field note on the Khan Academy's OER in Chinese. There are several papers on different aspects of distance education and these are followed by three articles on MOOCs.
This issue begins with Cronin's paper on openness and praxis in higher education. She shares with us an Irish perspective on Open Educational Practices (OEP) and how open pedagogical strategies are perceived and practised (or not) at one university. More...

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28 septembre 2017

Editorial - International Review of Research in Open and Distributed Learning

There is a wide variety of research articles in this edition, ranging from connectedness to MOOCs. An article on K12 standards is followed by one on DigitalDNA and one for administrators on talent management. The book review section consists of three reviews led by a book that I co-edited for the Commonwealth of Learning. This is followed by a guide on digital teaching and a text on qualitative research. The final leadership section consists of an editorial and two papers on technology- enhanced learning and adaptive leadership. More...

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28 septembre 2017

Editorial - Special Issue: Outcomes of Openness: Empirical Reports on the Implementation of OER

Open Educational Resources have been used in classrooms for more than a decade, and yet the research surrounding OER is still in its infancy. This special issue contains 16 empirical studies that address different aspects of the implementation of OER centered on the COUP framework. Bliss, Robinson, Hilton, and Wiley (2013) provide the COUP framework as a model for studying the impact of Open Educational Resources (OER). COUP stands for:

Cost - What are the financial impacts for students and other stakeholders of OER adoption?
Outcomes - How does OER influence student academic performance?
Usage - In what ways do faculty members, as well as learners use OER?
Perceptions - What do faculty and students think about, and feel toward, OER. More...

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28 septembre 2017

Moving Technology-Enhanced-Learning Forward: Bridging Divides through Leadership

A study of academics and professional staff engaged in the emerging field of Technology Enhanced Learning (TEL) reveal three areas of significant difference in reference to perspectives about TEL. These differences rest on the following individual characteristics: 1) research areas and competencies, 2) academic level, and 3) attitudes towards teaching. More...

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28 septembre 2017

Approaches Reflected in Academic Writing MOOCs

Since it was first introduced in 2008, Massive Open Online Courses (MOOCs) have been attracting a lot of interest. Since then, MOOCs have emerged as powerful platforms for teaching and learning academic writing. However, there has been no detailed investigation of academic writing MOOCs. As a result, much uncertainty still exists about the differences of writing MOOCs compared with traditional types of writing instruction in the classroom. More...

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28 septembre 2017

Understanding Learners’ Motivation and Learning Strategies in MOOCs

MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. More...

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28 septembre 2017

Designing and Improving a Blended Synchronous Learning Environment: An Educational Design Research

In this study, a blended synchronous learning environment (BSLE) was created to support a group of graduate students when they were taking a course. Instruction was delivered to both face-to-face (F2F) and online students simultaneously. The purpose of this paper is to present how this BSLE was gradually designed, implemented, and improved by following the educational design research approach. More...

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28 septembre 2017

Talent Management Implementation at an Open Distance E-Learning Higher Educational Institution

The war for talent remains a challenge that many organisations face but more so for distance education institutions to deliver on its mandate to provide effective online academic offerings. The question that remains is: How can intellectual capital be managed effectively in order to recruit and retain talent that is necessary for success. More...

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28 septembre 2017

The Online Student Connectedness Survey: Evidence of Initial Construct Validity

The Online Student Connectedness Survey (OSCS) was introduced to the academic community in 2012 as an instrument designed to measure feelings of connectedness between students participating in online degree and certification programs. The purpose of this study was to examine data from the instrument for initial evidence of validity and reliability and to establish a nomological network between the OSCS, the Classroom Connectedness Survey (CCS), and the Community of Inquiry Survey (COI), which are similar instruments in the field. Results provided evidence of factor validity and reliability. More...

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