Editorial: ODL research in Iran, language learning and open courseware

IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Open Learning Pub Date : 2022-10-02 DOI:10.1080/02680513.2022.2121156
Charlotte Stevens, C. Douce
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Abstract

Welcome to the final 2022 issue of Open Learning. This editorial has been, in part, written by Charlotte Stevens, who has recently joined the Open Learning editorial team. The Open Learning team offer Charlotte a very warm welcome to the journal. Charlotte is a long standing member of The Open University. In addition to her work on Open Learning, she plays an important role in the university Associate Lecturer Support and Professional Development team, which provides opportunities for Open University distance learning tutors to enhance their expertise and practice through training and development, support and resources. This issue combines three related themes or topics. The first theme relates to Open and Distance Learning (ODL) research within Iran, within which there is a sub-theme of language learning, a topic that regularly features within Open Learning. In addition to the papers in this issue that explore this second theme of language learning, readers might be interested in reading papers that are presented within Open Learning issue 36(1). The third theme of this issue relates to the subject of Open Educational Resources (OER); specifically, the subject of open courseware (OCW). This issue begins with a paper by Farhd Seraji (2022), who provides a summary of topics associated with blended learning research in Iran, published in English or Persian, between 2010–2019. Blended learning is also a theme that regularly features within Open Learning, although it is sometimes referred to using different terms, such as hybrid learning, or flipped learning. Seraji addresses the subject of terminology within this first article, alongside methodology, topic, blending level, context and technology. Seraji’s article is essentially a systematic literature review of 60 articles, encompassing research focused on higher education, secondary and primary education, and corporate training. It is well worth a read for anyone who is looking to gain an overview of this subject. The next paper is by Ismail Xodabande and Mahmood Reza Atai (2022) who explore the use of Mobile Assisted Language Learning (MALL), using a sophisticated experimental design to assess the long-term impact of language learning on a group of Iranian university students. The authors provide a rich literature review, referring to other papers from Open Learning which relate to MALL. Readers might find papers by Demouy and Kukulska-Hulme (2010), and Grigoryan (2020) of interest. The paper by Grigoryan may offer an interesting contrast. The penultimate paper is by Akbar Bahari (2022), from the University of Qom, Iran, who adopts a mixed-methods approach to study game-based collaborative language learning. Focused on a sample of 95 English as a Foreign Language (EFL) students based at a language school in Tehran, Bahari employs a self-developed practice model – ‘focus on form’ (FonF) – to assist learners to develop their listening-speaking skills. OPEN LEARNING: THE JOURNAL OF OPEN, DISTANCE AND E-LEARNING 2022, VOL. 37, NO. 4, 309–311 https://doi.org/10.1080/02680513.2022.2121156
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社论:伊朗的ODL研究、语言学习和开放课件
欢迎收看2022年最后一期《开放学习》。这篇社论部分由Charlotte Stevens撰写,她最近加入了开放学习编辑团队。开放学习团队非常热烈地欢迎Charlotte加入该杂志。夏洛特是开放大学的长期会员。除了在开放学习方面的工作外,她还在大学副讲师支持和专业发展团队中发挥着重要作用,该团队为开放大学远程学习导师提供机会,通过培训、发展、支持和资源来增强他们的专业知识和实践。本期共有三个相关主题。第一个主题涉及伊朗境内的开放和远程学习(ODL)研究,其中有一个语言学习的子主题,这是开放学习中经常出现的主题。除了本期探讨语言学习第二个主题的论文外,读者可能有兴趣阅读开放学习第36期(1)中的论文。本期的第三个主题涉及开放教育资源(OER);特别是开放课件(OCW)的主题。本期从Farhd Seraji(2022)的一篇论文开始,他总结了2010-2019年间以英语或波斯语发表的与伊朗混合学习研究相关的主题。混合学习也是开放学习中经常出现的一个主题,尽管有时会使用不同的术语,如混合学习或翻转学习。Seraji在第一篇文章中讨论了术语主题,以及方法论、主题、融合水平、上下文和技术。Seraji的文章本质上是对60篇文章的系统文献综述,包括对高等教育、中小学教育和企业培训的研究。对于任何想了解这一主题的人来说,这本书都非常值得一读。下一篇论文由Ismail Xodabande和Mahmood Reza Atai(2022)撰写,他们探索了移动辅助语言学习(MALL)的使用,使用复杂的实验设计来评估语言学习对一群伊朗大学生的长期影响。作者提供了丰富的文献综述,参考了开放学习中与MALL相关的其他论文。读者可能会发现Demouy和Kukulska Hulme(2010)以及Grigoryan(2020)的论文感兴趣。格里戈里安的论文可能提供了一个有趣的对比。倒数第二篇论文由伊朗库姆大学的Akbar Bahari(2022)撰写,他采用混合方法研究基于游戏的协作语言学习。Bahari以德黑兰一所语言学校的95名英语作为外语(EFL)学生为样本,采用了一种自主开发的实践模式——“注重形式”(FonF)——来帮助学习者发展他们的听说技能。开放学习:《开放、远程和电子学习杂志2022》,第37卷,第4期,309–311https://doi.org/10.1080/02680513.2022.2121156
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来源期刊
Open Learning
Open Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.50%
发文量
22
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