The community of inquiry (CoI) framework has commonly been used to study teaching and learning in online courses (Garrison, Anderson, & Archer 2000). This paper describes the implementation of the CoI framework in a cohort-based online EdD program, where teaching presence and cognitive presence were easier to foster than social presence. More...

In recent years, there has been a rapid growth in the use of social networking tools (e.g., Facebook) and social media in general, mainly for social purposes (Smith, Salaway & Caruso 2009). Many educators, including ourselves, believe that these tools offer new educational affordances and avenues for students to interact with each other and with their teachers or tutors. More...

Literacy is perhaps the most fundamental skill required for effective participation in education (formal and non-formal) for national development. At the same time, the choice of language for literacy is a complex issue in multilingual societies like Nigeria. More...

With the phenomenal expansion of distance education in Asia during the past three decades, there has been growing public demand for quality and accountability in distance education. This study investigates the national quality assurance systems for distance education at the higher education level in Asia with the aim of contributing to a better understanding of the current level of development of quality assurance in Asian distance education and to offer potential directions for policy makers when developing and elaborating quality assurance systems for distance education. More...

In an attempt to enhance teacher and student performance in school, a learning management system (LMS) known as Knowledge-Net (K-Net) was introduced in Qatari independent schools. (All public schools in Qatar have transformed to independent schools; the independent schools model is similar to the charter school system in North America.) An LMS is a tool that organizes and regulates classroom administrative tasks, supports teachers and students in the teaching and learning process, and informs parents of their children’s progress and school activities. More...

Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. More...

This paper reports the findings of three studies within a program of research designed to better understand the factors contributing to the academic achievement of students in online courses and the contributions of interaction to online learning. The first study compared the academic achievement of students in the online and face-to-face (F2F) sections of multiple courses. More...

Table of Contents

Editorial

Research Articles

Book Notes

Book review - The perfect online course: Best practices for designing and teaching Marta Ruiz-Corbella

HTML PDF MP3 EPUB 198-201

Book review - Web 2.0-based e-learning: Applying social informatics for tertiary teaching Juan Leon

HTML PDF MP3 EPUB 202-205

Book review - Learning with digital games: A practical guide to engaging students in higher education Maja Pivec

HTML PDF MP3 EPUB 206-208

Book review - Bridging the knowledge divide: Educational technology for development Aminudin Zuhairi

HTML PDF MP3 EPUB 209-211

Full Issue

IRRODL Volume 12, Number 6

PDF 1-217

The use of a participant survey, administered at the outset of an online course, can provide information useful in the management of the learning environment and in its subsequent redesign. Such information can clarify participants’ prior experience, expectations, and demographics. But the very act of enquiring about the learner also signals the instructor’s social presence, relational interest, and desire to enter into an authentic dialogue. More...

Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on learning activities can be reduced by professional, family, and social commitments. More...