Pub Date : 2023-01-01DOI: 10.55982/openpraxis.15.3.563
Micheal M. van Wyk, Michael Agyemang Adarkwah, Samuel Amponsah
{"title":"Why All the Hype about ChatGPT? Academics’ Views of a Chat-based Conversational Learning Strategy at an Open Distance e-Learning Institution","authors":"Micheal M. van Wyk, Michael Agyemang Adarkwah, Samuel Amponsah","doi":"10.55982/openpraxis.15.3.563","DOIUrl":"https://doi.org/10.55982/openpraxis.15.3.563","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"9 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91266179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.55982/openpraxis.15.3.572
Shadisadat Ghaderi
{"title":"Designing OER with Equity: An Example of Situating Equity in a Community College Statistics Course Redesign","authors":"Shadisadat Ghaderi","doi":"10.55982/openpraxis.15.3.572","DOIUrl":"https://doi.org/10.55982/openpraxis.15.3.572","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"271 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77816253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-25DOI: 10.55982/openpraxis.14.1.146
P. D. Wallis, Jennifer White, Stephen G Kerr
We seek to guide design, development, and adoption of Renewable Assignments by testing ways learners can contribute to Open Educational Resources (OER). We design, test, and iterate four assignment structures to this end. Testing was completed in an upper-division undergraduate endocrinology course, taught emergency remote due to COVID-19. Using mixed methods: surveys, focus groups, and iterations, we assessed assignment structures and created design guidance for renewable assignments and open pedagogy. We find that in a remote course, these assignments were effective in advancing learning goals. Both students and teachers favored their inclusion in the course. Analysis revealed six design principles to maximize effectiveness of renewable assignments and courses. and empowering teachers and learners to contribute to open knowledge. These principles also provide insight to praxis related to theories of open pedagogy, scaffolding, peer interaction, and active learning.
{"title":"High Structure Renewable Assignments: A Design Study","authors":"P. D. Wallis, Jennifer White, Stephen G Kerr","doi":"10.55982/openpraxis.14.1.146","DOIUrl":"https://doi.org/10.55982/openpraxis.14.1.146","url":null,"abstract":"We seek to guide design, development, and adoption of Renewable Assignments by testing ways learners can contribute to Open Educational Resources (OER). We design, test, and iterate four assignment structures to this end. Testing was completed in an upper-division undergraduate endocrinology course, taught emergency remote due to COVID-19. Using mixed methods: surveys, focus groups, and iterations, we assessed assignment structures and created design guidance for renewable assignments and open pedagogy. We find that in a remote course, these assignments were effective in advancing learning goals. Both students and teachers favored their inclusion in the course. Analysis revealed six design principles to maximize effectiveness of renewable assignments and courses. and empowering teachers and learners to contribute to open knowledge. These principles also provide insight to praxis related to theories of open pedagogy, scaffolding, peer interaction, and active learning.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"8 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83808648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-25DOI: 10.55982/openpraxis.14.1.143
David Cassie
This study unearthed the prevailing attitudes and perceptions of Caribbean Higher Education Leaders towards online chemistry learning prior to the COVID-19 pandemic and puts forward a case for more formal training in e-leadership for Caribbean Higher Education Chemistry leaders. This is based on the findings of a mixed method study which showed inter alia that there are some differences in the attitudes and perceptions between Caribbean Higher Education Administrators and faculty with regard to online and face to face chemistry lectures. The study was conducted among four Caribbean Departments of Chemistry and utilized a modified Science Teachers and Online Instructional Concerns (STOIC) survey. The findings point to the need for a more calculated approach to the professional development of Caribbean Higher Education Leaders as well as the surmounting of several barriers which hinder the implementation of alternative modes of delivery for the teaching and learning of chemistry in the Caribbean.
{"title":"The e-Leadership Challenge in Online Chemistry Learning in the Caribbean","authors":"David Cassie","doi":"10.55982/openpraxis.14.1.143","DOIUrl":"https://doi.org/10.55982/openpraxis.14.1.143","url":null,"abstract":"This study unearthed the prevailing attitudes and perceptions of Caribbean Higher Education Leaders towards online chemistry learning prior to the COVID-19 pandemic and puts forward a case for more formal training in e-leadership for Caribbean Higher Education Chemistry leaders. This is based on the findings of a mixed method study which showed inter alia that there are some differences in the attitudes and perceptions between Caribbean Higher Education Administrators and faculty with regard to online and face to face chemistry lectures. The study was conducted among four Caribbean Departments of Chemistry and utilized a modified Science Teachers and Online Instructional Concerns (STOIC) survey. The findings point to the need for a more calculated approach to the professional development of Caribbean Higher Education Leaders as well as the surmounting of several barriers which hinder the implementation of alternative modes of delivery for the teaching and learning of chemistry in the Caribbean.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"158 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80610695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.55982/openpraxis.14.2.266
Mojca Drevenšek, T. Urbancic
{"title":"The Role of Teamwork in the Creation of Open Educational Resources for Closing SDG-Related Knowledge Gaps","authors":"Mojca Drevenšek, T. Urbancic","doi":"10.55982/openpraxis.14.2.266","DOIUrl":"https://doi.org/10.55982/openpraxis.14.2.266","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80104271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.55982/openpraxis.14.1.139
Halil Kayaduman
This study evaluates the effectiveness of the professional development program designed for distance education instructors, in which design-based learning and mentoring strategies are implemented consecutively. Eight university instructors from the same university in Turkey with one year of experience in online teaching participated in the study. The study first conducted a needs analysis, that revealed that the instructors were not accustomed to student-centered instructional methods, and they maintained direct instruction in their online courses. Moreover, the instructors’ technology integration understanding was inadequate, and they were generally concerned about the students’ low participation in online classes. Considering these findings, the professional development program was designed for the instructors who first joined a one-week design-based learning training and then attended mentorship for two weeks. The findings indicated that this approach was effective for the instructors’ professional development. The implications of this approach and suggestions for professional development programs were discussed based on the findings.
{"title":"Integrating Design-Based Learning and Mentoring Strategies into a Professional Development Program for Distance Education Instructors","authors":"Halil Kayaduman","doi":"10.55982/openpraxis.14.1.139","DOIUrl":"https://doi.org/10.55982/openpraxis.14.1.139","url":null,"abstract":"This study evaluates the effectiveness of the professional development program designed for distance education instructors, in which design-based learning and mentoring strategies are implemented consecutively. Eight university instructors from the same university in Turkey with one year of experience in online teaching participated in the study. The study first conducted a needs analysis, that revealed that the instructors were not accustomed to student-centered instructional methods, and they maintained direct instruction in their online courses. Moreover, the instructors’ technology integration understanding was inadequate, and they were generally concerned about the students’ low participation in online classes. Considering these findings, the professional development program was designed for the instructors who first joined a one-week design-based learning training and then attended mentorship for two weeks. The findings indicated that this approach was effective for the instructors’ professional development. The implications of this approach and suggestions for professional development programs were discussed based on the findings.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"102 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79429906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.55982/openpraxis.14.4.486
K. Naidu, M. Modise
The unprecedented extended Covid-19 pandemic lockdowns forced higher education institutions (HEIs) to find innovative ways to effectively deliver student tuition and support. The lockdown brought many challenges to the education sector, including increasing the blurring of the work-home boundaries. This study investigated how Covid-19 accelerated the blurring of lecturers' work-home boundaries in the College of Education at a distance education institution in South Africa. Semi-structured interviews were used to collect data from 15 lecturers. The results showed that a lack of workspace at many lecturers' homes forced them to work beyond normal office hours. One of the key findings was that complete segmentation and integration were impossible because these lines were continuously blurred during the pandemic. The demand for immediate feedback by students exacerbated the situation for many lecturers. There is a need for the design of fluid policies that can be readily implemented during times of emergency such as the pandemic.
{"title":"Lecturers’ Experiences of the Blurring of Work and Home Boundaries During the Covid-19 Pandemic at a South African ODeL University","authors":"K. Naidu, M. Modise","doi":"10.55982/openpraxis.14.4.486","DOIUrl":"https://doi.org/10.55982/openpraxis.14.4.486","url":null,"abstract":"The unprecedented extended Covid-19 pandemic lockdowns forced higher education institutions (HEIs) to find innovative ways to effectively deliver student tuition and support. The lockdown brought many challenges to the education sector, including increasing the blurring of the work-home boundaries. This study investigated how Covid-19 accelerated the blurring of lecturers' work-home boundaries in the College of Education at a distance education institution in South Africa. Semi-structured interviews were used to collect data from 15 lecturers. The results showed that a lack of workspace at many lecturers' homes forced them to work beyond normal office hours. One of the key findings was that complete segmentation and integration were impossible because these lines were continuously blurred during the pandemic. The demand for immediate feedback by students exacerbated the situation for many lecturers. There is a need for the design of fluid policies that can be readily implemented during times of emergency such as the pandemic.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"3 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73523823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.55982/openpraxis.14.3.515
S. Hussain
{"title":"Book Review of the Encyclopedia of Female Pioneers in Online Learning","authors":"S. Hussain","doi":"10.55982/openpraxis.14.3.515","DOIUrl":"https://doi.org/10.55982/openpraxis.14.3.515","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"137 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74694545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.55982/openpraxis.14.4.487
Alex Redcay, Nicole Amber Pfannenstiel, Daniel R. Albert
{"title":"The Development and Validation of the Zero Cost Textbook Satisfaction Scale (ZSS)","authors":"Alex Redcay, Nicole Amber Pfannenstiel, Daniel R. Albert","doi":"10.55982/openpraxis.14.4.487","DOIUrl":"https://doi.org/10.55982/openpraxis.14.4.487","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"16 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91215901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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