Pub Date : 2022-01-01DOI: 10.55982/openpraxis.14.1.480
M. Kara
{"title":"Open and Distance Learning Vision of Higher Education Institutions in Turkey: Implications for Leadership","authors":"M. Kara","doi":"10.55982/openpraxis.14.1.480","DOIUrl":"https://doi.org/10.55982/openpraxis.14.1.480","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"65 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76518721","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.14.1.150
R. Heller, A. Barrett, Omo Oaiya, Jane Heller, R. Madhok
The People’s Open Access Education Initiative (Peoples-uni) was established as an educational charity to help reduce inequalities in access to the higher education required to build Public Health capacity through workforce development for health professionals in low-to middle-income countries (LMICs). Online learning, using open source software, Open Educational Resources and an international cadre of volunteer tutors, underpinned a low cost programme which produced a number of successful outcomes including university validated master’s level awards, continuing professional development, positive feedback from students
{"title":"Final Report of a Novel and Successful Online Pubic Health Capacity Building Experiment – Peoples-uni","authors":"R. Heller, A. Barrett, Omo Oaiya, Jane Heller, R. Madhok","doi":"10.55982/openpraxis.14.1.150","DOIUrl":"https://doi.org/10.55982/openpraxis.14.1.150","url":null,"abstract":"The People’s Open Access Education Initiative (Peoples-uni) was established as an educational charity to help reduce inequalities in access to the higher education required to build Public Health capacity through workforce development for health professionals in low-to middle-income countries (LMICs). Online learning, using open source software, Open Educational Resources and an international cadre of volunteer tutors, underpinned a low cost programme which produced a number of successful outcomes including university validated master’s level awards, continuing professional development, positive feedback from students","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"62 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81321430","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.14.3.497
Liesl Scheepers, G. van den Berg
In addition to academic support, the provision of dedicated affective support during a student's online learning journey has a significant impact on their emotional wellbeing and ability to remain engaged with their studies. This kind of support is even more essential during times of crisis, such as the COVID-19 pandemic, during which students may feel isolated, vulnerable, and overwhelmed by the events taking place around them. This study reports on the value of such support provided by a dedicated affective support mechanism. Within a case study design, 34 participants were purposefully selected to collect data by using focus groups and individual online interviews. The Community of Inquiry framework guided the study. The findings revealed that although students' dependence on emotional support varied, they recognised that feeling the social presence of a dedicated person who was able to support them emotionally played a key role in their sense of connection to their online learning communities. Recommendations include the consideration of institutions offering online and distance education to plan for a dedicated third party focusing on the facilitation of a stronger sense of emotional connectedness and wellbeing.
{"title":"The Value of Providing Online Students with Dedicated Affective Support, Particularly during Times of Crisis","authors":"Liesl Scheepers, G. van den Berg","doi":"10.55982/openpraxis.14.3.497","DOIUrl":"https://doi.org/10.55982/openpraxis.14.3.497","url":null,"abstract":"In addition to academic support, the provision of dedicated affective support during a student's online learning journey has a significant impact on their emotional wellbeing and ability to remain engaged with their studies. This kind of support is even more essential during times of crisis, such as the COVID-19 pandemic, during which students may feel isolated, vulnerable, and overwhelmed by the events taking place around them. This study reports on the value of such support provided by a dedicated affective support mechanism. Within a case study design, 34 participants were purposefully selected to collect data by using focus groups and individual online interviews. The Community of Inquiry framework guided the study. The findings revealed that although students' dependence on emotional support varied, they recognised that feeling the social presence of a dedicated person who was able to support them emotionally played a key role in their sense of connection to their online learning communities. Recommendations include the consideration of institutions offering online and distance education to plan for a dedicated third party focusing on the facilitation of a stronger sense of emotional connectedness and wellbeing.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"21 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81033545","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.14.1.526
I. Gil-Jaurena
{"title":"Brief Report on Open Praxis and Introduction to Volume 14 issue 1","authors":"I. Gil-Jaurena","doi":"10.55982/openpraxis.14.1.526","DOIUrl":"https://doi.org/10.55982/openpraxis.14.1.526","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"13 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82454607","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.14.3.466
Serpil Meri-Yilan
Motivational scaffolding is of key importance in online learning since online learners are isolated alone. Recently, this need has doubled with the educational disruption because of the COVID-19 pandemic, which moved classroom learning to entirely online. However, little research has been particularly conducted to explore the perceptions of online learning before and during the pandemic. Therefore, this study empirically investigated 26 university-level Turkish students' experiences in learning online before the pandemic and teacher support in the time of crisis. Data were collected through a mixed-method research design conducting a questionnaire and interviewing via dialogue journals and essay writing. The data were analysed through descriptive statistics and coding themes based on deductive and inductive approaches. The findings from quantitative data analysis revealed that students believed the advantages of online learning resources (OLRs) for their own learning but still needed teacher support. Furthermore, the results from the qualitative data analysis demonstrated that students needed teacher-student interaction most and favoured motivational scaffolding in this regard. The study shed light on the role of caring for learning as motivational scaffolding and calls for an institutional development for the integration of pedagogy of care into online education.
{"title":"(Re)considering Motivational Scaffolding: A Mixed-Method Study on Turkish Students’ Perspectives on Online Learning Before and During the Pandemic","authors":"Serpil Meri-Yilan","doi":"10.55982/openpraxis.14.3.466","DOIUrl":"https://doi.org/10.55982/openpraxis.14.3.466","url":null,"abstract":"Motivational scaffolding is of key importance in online learning since online learners are isolated alone. Recently, this need has doubled with the educational disruption because of the COVID-19 pandemic, which moved classroom learning to entirely online. However, little research has been particularly conducted to explore the perceptions of online learning before and during the pandemic. Therefore, this study empirically investigated 26 university-level Turkish students' experiences in learning online before the pandemic and teacher support in the time of crisis. Data were collected through a mixed-method research design conducting a questionnaire and interviewing via dialogue journals and essay writing. The data were analysed through descriptive statistics and coding themes based on deductive and inductive approaches. The findings from quantitative data analysis revealed that students believed the advantages of online learning resources (OLRs) for their own learning but still needed teacher support. Furthermore, the results from the qualitative data analysis demonstrated that students needed teacher-student interaction most and favoured motivational scaffolding in this regard. The study shed light on the role of caring for learning as motivational scaffolding and calls for an institutional development for the integration of pedagogy of care into online education.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"9 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81898755","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.14.2.142
H. Salar, N. Hamutoğlu
It has been suggested that individuals’ technology acceptance are affected by personality traits. This paper aims to emphasise the importance of personality traits beyond BIG 5 on the acceptance and individual usage of Cloud Computing Systems (CCSs) with Perceived Ease of Use (PEU) and Perceived Usefulness (PU). Based on this, a quantitative cross-sectional survey research was designed, and 722 students studying at Sakarya University, Pedagogical Training Certification Program in the academic year of 2016–2017 were involved to the study. A path analysis which is a structural equation model was performed to examine the direct and indirect effects of the variables that are theoretically interrelated in the study. According to the results, while Extroversion (EXT), Agreeableness (AGR), Conscientiousness (CONS), and OE are not predictors of PEU and PU components, Nervousness (NEUR), is a significant predictor of PEU in the model. In addition to this, behavioural intention (BI) is significantly predicted by both PU and PEU, and PEU is a significant predictor of PU and BI on the individual usage of CCSs.
{"title":"The Role of Perceived Ease of Use and Perceived Usefulness on Personality Traits among Adults","authors":"H. Salar, N. Hamutoğlu","doi":"10.55982/openpraxis.14.2.142","DOIUrl":"https://doi.org/10.55982/openpraxis.14.2.142","url":null,"abstract":"It has been suggested that individuals’ technology acceptance are affected by personality traits. This paper aims to emphasise the importance of personality traits beyond BIG 5 on the acceptance and individual usage of Cloud Computing Systems (CCSs) with Perceived Ease of Use (PEU) and Perceived Usefulness (PU). Based on this, a quantitative cross-sectional survey research was designed, and 722 students studying at Sakarya University, Pedagogical Training Certification Program in the academic year of 2016–2017 were involved to the study. A path analysis which is a structural equation model was performed to examine the direct and indirect effects of the variables that are theoretically interrelated in the study. According to the results, while Extroversion (EXT), Agreeableness (AGR), Conscientiousness (CONS), and OE are not predictors of PEU and PU components, Nervousness (NEUR), is a significant predictor of PEU in the model. In addition to this, behavioural intention (BI) is significantly predicted by both PU and PEU, and PEU is a significant predictor of PU and BI on the individual usage of CCSs.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"24 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88855408","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.14.4.499
Rebecca E. Heiser
{"title":"Quality Education Beyond Borders: An International Content Analysis for Transnational Distance Education","authors":"Rebecca E. Heiser","doi":"10.55982/openpraxis.14.4.499","DOIUrl":"https://doi.org/10.55982/openpraxis.14.4.499","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"8 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90311830","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.14.3.490
M. Ustaoğlu, Volkan Kukul
MOOCs can be considered as a powerful alternative in extraordinary situations where people cannot reach formal education. In recent years, the widespread use of the internet worldwide and especially the CoVID-19 has increased the need of people for MOOCs. However, in order to increase the effectiveness of MOOCs, and to provide a better learning environment, the need to evaluate MOOCs has arisen. One of the indicators of quality in online learning is student satisfaction. Accordingly, this research aims to reveal learner satisfaction in MOOCs. The most important indicator for measuring this satisfaction in MOOCs is user comments. In this study, 39101 comments of the participants in 960 MOOCs were examined by using text mining techniques within the framework of satisfaction.
{"title":"Gaining an Insight into Learner Satisfaction in MOOCs: An Investigation through Blog Mining","authors":"M. Ustaoğlu, Volkan Kukul","doi":"10.55982/openpraxis.14.3.490","DOIUrl":"https://doi.org/10.55982/openpraxis.14.3.490","url":null,"abstract":"MOOCs can be considered as a powerful alternative in extraordinary situations where people cannot reach formal education. In recent years, the widespread use of the internet worldwide and especially the CoVID-19 has increased the need of people for MOOCs. However, in order to increase the effectiveness of MOOCs, and to provide a better learning environment, the need to evaluate MOOCs has arisen. One of the indicators of quality in online learning is student satisfaction. Accordingly, this research aims to reveal learner satisfaction in MOOCs. The most important indicator for measuring this satisfaction in MOOCs is user comments. In this study, 39101 comments of the participants in 960 MOOCs were examined by using text mining techniques within the framework of satisfaction.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"152 2 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77731964","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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