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9 novembre 2018

Modeling Students’ Readiness to Adopt Mobile Learning in Higher Education: An Empirical Study

Mobile devices are increasingly coming to penetrate people's daily lives. Mobile learning (m-learning) is viewed as key to the coming era of electronic learning (e-learning). In the meantime, the use of mobile devices for learning has made a significant contribution to delivering education among higher education students worldwide. However, while m-learning is being widely adopted in developed countries, the adoption of such an approach in developing countries is still immature and underdeveloped. More...

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9 novembre 2018

The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study

In Saudi Arabia, gender-segregation is a known issue within higher education that often deprives female tutors from providing online learning and Massive Open Online Courses (MOOCs). As well, students may not be getting the benefit of their experience and teaching. The purpose of this study is to develop an Avatar tool to represent a female tutor in a MOOC course with the aim of alleviating the issues of a gender-segregated society in online learning. This project will undertake and analyse a case study concerning the experience of females teaching a MOOC course on “Rwaq” the first Saudi Arabian platform, which was launched in September 2013. More...

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9 novembre 2018

Virtual School Startups: Founder Processes in American K-12 Public Virtual Schools

Traditional school districts do not have a lot of experience with virtual schools and have lost students to state and charter virtual schools. To retain students and offer alternative learning opportunities, more public districts are starting their own virtual schools. This study was an examination of foundational processes at three California virtual schools in traditional school districts. More...

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9 novembre 2018

The Influence of National Culture on Educational Videos: The Case of MOOCs

This paper discusses the influence of cultural dimensions on Massive Open Online Course (MOOC) introductory videos. The study examined the introductory videos produced by three universities on Coursera platforms using communication theory and Hofstede’s cultural dimensions. The results show that introductory videos in MOOCs are influenced by the national culture of the country in which the university is based. More...

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9 novembre 2018

Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model

The aim of the study was to examine the determining factors of students' video usage and their learning satisfaction relating to the supplementary application of educational videos, accessible in a Moodle environment in a Business Mathematics Course. The research model is based on the extension of Technology Acceptance Model (TAM), in which the core TAM constructs – perceived usefulness, perceived ease of use, attitude – and internet self-efficacy were included as the explanatory factors of video usage. More...

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9 novembre 2018

Status of e-learning Quality in Kenya: Case of Jomo Kenyatta University of Agriculture and Technology Postgraduate Students

There is a substantial increase in the use of learning management systems (LMSs) to support e-learning in higher education institutions, particularly in developing countries. This has been done with some measures of success and failure as well. There is evidence from literature that the provision of e-learning faces several quality issues relating to course design, content support, social support, administrative support, course assessment, learner characteristics, instructor characteristics, and institutional factors. It is clear that developing countries still remain behind in the great revolution of e-learning in Higher Education. Accordingly, further investigation into e-learning use in Kenya is required in order to fill in this gap of research, and extend the body of existing literature by highlighting major quality determinants in the application of e-learning for teaching and learning in developing countries. More...

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9 novembre 2018

Content is King: An Analysis of How the Twitter Discourse Surrounding Open Education Unfolded From 2009 to 2016

Inspired by open educational resources, open pedagogy, and open source software, the openness movement in education has different meanings for different people. In this study, we use Twitter data to examine the discourses surrounding openness as well as the people who participate in discourse around openness. By targeting hashtags related to open education, we gathered the most extensive dataset of historical open education tweets to date (n = 178,304 tweets and 23,061 users) and conducted a mixed methods analysis of openness from 2009 to 2016. More...

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9 novembre 2018

An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches

Within a constructivist paradigm, the virtual reality technology focuses on the learner's actively interactive learning processes and attempts to reduce the gap between the learner’s knowledge and a real-life experience. Recently, virtual reality technologies have been developed for a wide range of applications in education, but further research is needed to establish appropriate and effective learning techniques and practices to motivate meaningful learning. Results showed that perceived self-efficacy and perceived interaction are two crucial factors affecting perceived ease of use, perceived usefulness and learning motivation. More...

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9 novembre 2018

The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load

Semi-formal learning is used to describe learning that is directed towards the goals of a formal learning institution but outside of the learning structure of a specific class. Students studying online may form semi-formal groups to increase their knowledge of the content by interacting with other learners taking the same class. This study of cyber university students (n = 2042) involved looking at the relationship between semi-formal learning groups and levels of germane load. More...

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9 novembre 2018

How Learners Participate in Connectivist Learning: An Analysis of the Interaction Traces From a cMOOC

In this research paper, the authors analyse the collected data output during a 36 week cMOOC. Six-week data streams from blogs, Twitter, a Facebook group, and video conferences were tracked from the daily newsletter and the MOOCs’ hashtag (#Change 11). This data was analysed using content analysis and social network analysis within an interpretative research paradigm. The content analysis was used to examine the technology learners used to support their learning while the social network analysis focused on the participant in different spaces and their participation patterns in connectivist learning. More...

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