Some authors have stated that university students born after 1982 have been profoundly influenced by digital technologies, showing different characteristics when compared to previous generations. However, it is worth asking if that is a current observable phenomenon. More...
Two interrelated studies were undertaken to assist Alberta post-secondary institutions with meeting challenges associated with providing services to diverse distributed students that are of similar quality to services provided to traditional classroom students. The first study identified and assessed best practices in distributed learning; the second refined the focus to students who were identified as members of diverse sub-groups. More...
Various tools and services based on Web 2.0 (mainly blogs, wikis, social networking tools) are increasingly used in formal education to create personal learning environments, providing self-directed learners with more freedom, choice, and control over their learning. More...
How to plan an open and distance learning (ODL) unit in higher education is not clearly described in the literature. A number of ODL facilities at residential universities have not been successful because of a lack of planning or because of failure to ensure that all the different systems for ODL delivery were in place and functioning. More...
This explorative study captured the perceptions of faculty members new to technology enhanced learning and the longitudinal observations of the e-learning manager during dedicated professional development in order to compile a socially transformative emergent learning technology integration framework for open and distance learning at the School of Continuing Teacher Education at North-West University, South Africa. More...
The current study aims to investigate the possibilities of developing reflective thinking among learners through distance education programs. The case of Allama Iqbal Open University (AIOU) Islamabad, Pakistan is examined to achieve this task. The study is based on Mezirow’s theory of reflective thinking, which divides thinking in four categories. The Questionnaire of Reflective Thinking (QRT) developed by Kember et al. (2000) based on Mezirow (1991) was administered to 450 AIOU students. More...
The starting point of the paper is the co-construction of gender and technology, that is, the theory that the usage of and the attitude to certain kinds of technology are a way to “do” one’s gender. A survey is presented that supports the assumption that with the routinization of e-learning in higher education e-learning loses its character as a technology, which can be used for gender performance. More...
eTextbooks have steadily and recently more rapidly penetrated the textbook market. In order to effectively support students’ learning, it is important to comprehend students’ experiences using eTextbooks. More...
The article is devoted to the unique experience of distance learning development in the conditions of Russian reality. The model of distance learning in the Institute of Economics, Management and Law (Kazan city, Russia) is created on the basis of educational sphere diagnosis taking into account foreign and Russian experience. More...
Table of Contents
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Editorial: Volume 14, Number 3
Terry Anderson
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i-iv
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Eun-Ok Baek, James Monaghan
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1-26
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Bernd Remmele, Matthias Holthaus
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27-42
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Muhammad Ayub Buzdar, Akhtar Ali
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43-58
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Hendrik Daniël Esterhuizen, Seugnet Blignaut, Suria Ellis
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59-80
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Ansie Minnaar
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81-108
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Vladimir Tomberg, Mart Laanpere, Tobias Ley, Peeter Normak
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109-133
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Rena Shimoni, Gail Barrington, Russ Wilde, Scott Henwood
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134-157
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Marc Romero, Montse Guitert, Albert Sangrà, Mark Bullen
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158-181
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Annie Jézégou
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182-201
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Tharindu Rekha Liyanagunawardena, Andrew Alexandar Adams, Shirley Ann Williams
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202-227
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Olabisi Kuboni
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228-250
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Kairit Tammets, Kai Pata, Mart Laanpere
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251-272
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Hatice Sancar Tokmak, H. Meltem Baturay, Peter Fadde
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273-293
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Joan Thormann, Samuel Gable, Patricia Seferlis Fidalgo, George Blakeslee
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294-318
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Krista Francis, Michele Jacobsen
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319-343
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Markus Deimann, Robert Farrow
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344-360
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Ali Rabiee, Zahra Nazarian, Raziyeh Gharibshaeyan
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361-376
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Chantorn Chaiprasurt, Vatcharaporn Esichaikul
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377-401
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Esteban Vázquez, Javier Fombona, Alberto Fernández
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402-426
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Peter Shea, Suzanne Hayes, Sedef Uzuner Smith, Jason Vickers, Temi Bidjerano, Mary Gozza-Cohen, Shou-Bang Jian, Alexandra Pickett, Jane Wilde, Chi-Hua Tseng
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427-461
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Pablo César Muñoz Carril, Mercedes González Sanmamed, Nuria Hernández Sellés
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462-487
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Sharon E. Brewer, Bruno Cinel, Michelle Harrison, Christina L. Mohr
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488-507
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Daniya Akhmetova, Liliya Vorontsova, Ilona Gennadyevna Morozova
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508-518
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Book review: Student participation in online discussions
Barbara Miller Hall
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519-521
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IRRODL Volume 14, Number 3
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1-526
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