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13 novembre 2018

Open Educational Resources: Challenges and Opportunities in Indian Primary Education

Education is a fundamental human right, yet one fifth of the world’s population lives with poor literacy. India is home to the largest number of illiterate people, with infrastructural, cultural, and socio-economic factors hindering equitable access to quality education. Due to the rapidly growing technology and Internet usage in the country, open educational resources (OER) are increasingly being used as a vital tool to help transcend barriers to child literacy, also aiding in educational attainment. More...

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13 novembre 2018

Differential OER Impacts of Formal and Informal ICTs: Employability of Female Migrant Workers

Information and communication technologies aid marginalized groups in seeking social support, building proximate networks, and improving employment opportunities. However, one key factor that is understudied in the literature is the impact of open education resources (OER) on the employability of marginalized groups. More...

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13 novembre 2018

Understanding Student Engagement in Large-Scale Open Online Courses

Although massive open online courses (MOOCs) have attracted much worldwide attention, scholars still understand little about the specific elements that students find engaging in these large open courses. This study offers a new original contribution by using a machine learning classifier to analyze 24,612 reflective sentences posted by 5,884 students, who participated in one or more of 18 highly rated MOOCs. More...

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13 novembre 2018

Social Presence in Massive Open Online Courses

The capacity to foster interpersonal interactions in massive open online courses (MOOCs) has frequently been contested, particularly when learner interactions are limited to MOOC forums. The establishment of social presence—a perceived sense of somebody being present and “real”—is among the strategies to tackle the challenges of online learning and could be applied in MOOCs. More...

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13 novembre 2018

Grit and Intention: Why Do Learners Complete MOOCs?

In recent years there has been considerable interest in how many learners complete MOOCs, and what factors during usage can predict completion. Others, however, have argued that many learners never intend to complete MOOCs, and take MOOCs for other reasons. More...

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13 novembre 2018

Teaching Massive, Open, Online, Courses (MOOCs): Tales from the Front Line

Very little research has been conducted about what it is like to teach a MOOC. Given this, a mixed methods study, involving a survey of 186 MOOC instructors and 15 follow-up interviews, was conducted to explore the motivation, experiences, and perceptions of instructors who have taught massive open online courses. More...

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13 novembre 2018

IRRODL - Vol 19, No 3 (2018)

Table of Contents

Editorial

Editorial - Volume 19, Issue 3

Dianne Conrad

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Research Articles

Teaching Massive, Open, Online, Courses (MOOCs): Tales from the Front Line

Patrick Lowenthal, Chareen Snelson, Ross Perkins

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Grit and Intention: Why Do Learners Complete MOOCs?

Yuan Wang, Ryan Baker

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Social Presence in Massive Open Online Courses

Oleksandra Poquet, Vitomir Kovanović, Pieter de Vries, Thieme Hennis, Srećko Joksimović, Dragan Gašević, Shane Dawson

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Understanding Student Engagement in Large-Scale Open Online Courses: A Machine Learning Facilitated Analysis of Student’s Reflections in 18 Highly Rated MOOCs

Khe Foon Hew, Chen Qiao, Ying Tang

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Differential OER Impacts of Formal and Informal ICTs: Employability of Female Migrant Workers

Arul Chib, Reidinar Juliane Wardoyo

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Open Educational Resources: Challenges and Opportunities in Indian Primary Education

Janani Ganapathi

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Effects of Open Textbook Adoption on Teachers’ Open Practices

Stacie L Mason, Royce Kimmons

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Adoption of Sharing and Reuse of Open Resources by Educators in Higher Education Institutions in the Netherlands: A Qualitative Research of Practices, Motives, and Conditions

Robert Schuwer, Ben Janssen

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Open Educational Practices in Australia: A First-phase National Audit of Higher Education

Adrian Stagg, Linh Nguyen, Carina Bossu, Helen Partridge, Johanna Funk, Kate Judith

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The Impact of the Flipped Classroom Model on Students' Academic Achievement

Emine Cabı

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Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning

Joshua Weidlich, Theo J. Bastiaens

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Social Media Adoption by the Academic Community: Theoretical Insights and Empirical Evidence From Developing Countries

Mamoona Arshad, Muhammad Shakaib Akram

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Analysing the Importance-Competence Gap of Distance Educators With the Increased Utilisation of Online Learning Strategies in a Developing World Context

Adéle Bezuidenhout

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A Playful Approach to Fostering Motivation in a Distance Education Computer Programming Course: Behaviour Change and Student Perceptions

Colin Pilkington

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Exploring Information Seeking Behavior of Farmers’ in Information Related to Climate Change Adaptation Through ICT (CHAI)

Siza D Tumbo, Nicholaus Mwalukasa, Kadeghe G Fue, Malongo R. S. Mlozi, Ruth Haug, Camilius Sanga

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Research Notes

Eight Patterns of Open Textbook Adoption in British Columbia

Jennifer Barker, Ken Jeffery, Rajiv Sunil Jhangiani, George Veletsianos

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Open and Distance Learning in French-Speaking Sub-Saharan Africa: A Literature Review

Emmanuel Béché

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13 novembre 2018

Online Course Enrollment in Community College and Degree Completion: The Tipping Point

Recent research indicates that certain students are at risk of lower levels of academic performance in online settings when compared to peers who study only in the classroom. Community college students have been a population of particular concern. In this paper, we hypothesize that online course load and institutional quality may impact outcomes for such students at risk for lower levels of degree attainment. More...

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13 novembre 2018

Online Hunting, Gathering and Sharing – A Return to Experiential Learning in a Digital Age

Learning through a collective experience by taking part in group activities, such as hunting, gathering, and sharing, has always been a natural, “organic,” and “experiential” process where new skills and knowledge, if benefitting the whole group, are accepted, shared, and propagated. More...

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13 novembre 2018

Blended Training on Scientific Software: A Study on How Scientific Data are Generated

This paper presents the results of a research study on scientific software training in blended learning environments. The investigation focused on training approaches followed by scientific software users whose goal is the reliable application of such software. A key issue in current literature is the requirement for a theory-substantiated training framework that will support knowledge sharing among scientific software users. More...

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