Pub Date : 2022-01-01DOI: 10.55982/openpraxis.14.4.155
Mehmet Firat
{"title":"Exploring the Relationship Between Personality Traits and e-Learning Autonomy of Distance Education Students","authors":"Mehmet Firat","doi":"10.55982/openpraxis.14.4.155","DOIUrl":"https://doi.org/10.55982/openpraxis.14.4.155","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"33 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82556515","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.14.2.152
Erdi Okan Yılmaz
This study aims to compare the distance education process and system-related satisfaction of students using different learning management systems (Moodle, Google Classroom). Research samples of this mixed explanatory design comprise a total of 7318 students enrolled in U ş ak University for the 2020–2021 academic year. The sample categories include 3294 students using Moodle and 3332 utilizing Classroom system besides the 692 students who experienced both environments. Research data were collected by a questionnaire, semi-structured interview form and system log records. At the end of the six-week application process, a distance education process satisfaction questionnaire was applied to the students with the experience in both education software and their opinions were obtained. The results regarding the sample including students with experience on both software tools indicate the students using Classroom have higher satisfaction levels in the distance education process in system infrastructure, online lecture system, assessment, and evaluation dimensions than the ones using Moodle. The qualitative data collected from the interview form hints at problems the students experienced in the synchronous-asynchronous, test and assessment systems of the Moodle system which reduced their satisfaction.
{"title":"Comparison of the Satisfaction of Students who Use Different Learning Management Systems in Distance Education Processes","authors":"Erdi Okan Yılmaz","doi":"10.55982/openpraxis.14.2.152","DOIUrl":"https://doi.org/10.55982/openpraxis.14.2.152","url":null,"abstract":"This study aims to compare the distance education process and system-related satisfaction of students using different learning management systems (Moodle, Google Classroom). Research samples of this mixed explanatory design comprise a total of 7318 students enrolled in U ş ak University for the 2020–2021 academic year. The sample categories include 3294 students using Moodle and 3332 utilizing Classroom system besides the 692 students who experienced both environments. Research data were collected by a questionnaire, semi-structured interview form and system log records. At the end of the six-week application process, a distance education process satisfaction questionnaire was applied to the students with the experience in both education software and their opinions were obtained. The results regarding the sample including students with experience on both software tools indicate the students using Classroom have higher satisfaction levels in the distance education process in system infrastructure, online lecture system, assessment, and evaluation dimensions than the ones using Moodle. The qualitative data collected from the interview form hints at problems the students experienced in the synchronous-asynchronous, test and assessment systems of the Moodle system which reduced their satisfaction.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"60 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79884995","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 : 2021-12-31DOI: 10.5944/openpraxis.13.3.138
Fabian Freire
This report presents the activity systems analysis of the general MOOC design process adopted by a multidisciplinary team for delivering edX courses to Latin America and the Caribbean (LAC). This report builds on Freire’s (2020) exploratory case study, which applied work-based learning theory and activity systems theory to determine whether and how 20 participants selected from the Hemispheric Development Fund’s MOOC design team (HDFx) experienced work-based learning through their collaboration during the MOOC program’s initial professionalization period. Activity systems models are developed to identify systemic tensions for each of the five phases in the MOOC design cycle: Needs Assessment, Instructional Design, Production, Implementation, and Evaluation. Such contradictions are further analyzed to formulate three main system-wide tensions that acted as triggers for the work-based learning reported by participants: 1) skill gaps for implementing the edX platform, 2) edX’s limited techno-pedagogical affordances, and 3) organizational structures inhibiting multidisciplinary collaboration among participants and limiting the professionalization of the HDFx MOOC program. The report concludes by integrating the theoretical underpinnings of the case study with its four primary findings.
{"title":"Systemic Tensions in the MOOC Design Cycle: An Activity Systems Analysis upon Implementing edX for Latin America and the Caribbean","authors":"Fabian Freire","doi":"10.5944/openpraxis.13.3.138","DOIUrl":"https://doi.org/10.5944/openpraxis.13.3.138","url":null,"abstract":"This report presents the activity systems analysis of the general MOOC design process adopted by a multidisciplinary team for delivering edX courses to Latin America and the Caribbean (LAC). This report builds on Freire’s (2020) exploratory case study, which applied work-based learning theory and activity systems theory to determine whether and how 20 participants selected from the Hemispheric Development Fund’s MOOC design team (HDFx) experienced work-based learning through their collaboration during the MOOC program’s initial professionalization period. Activity systems models are developed to identify systemic tensions for each of the five phases in the MOOC design cycle: Needs Assessment, Instructional Design, Production, Implementation, and Evaluation. Such contradictions are further analyzed to formulate three main system-wide tensions that acted as triggers for the work-based learning reported by participants: 1) skill gaps for implementing the edX platform, 2) edX’s limited techno-pedagogical affordances, and 3) organizational structures inhibiting multidisciplinary collaboration among participants and limiting the professionalization of the HDFx MOOC program. The report concludes by integrating the theoretical underpinnings of the case study with its four primary findings.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"19 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81181340","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 : 2021-12-31DOI: 10.5944/openpraxis.13.3.149
N. Azhar, M. K. M. Nasir
{"title":"Book Review of Evaluating Online Teaching: Implementing Best Practices","authors":"N. Azhar, M. K. M. Nasir","doi":"10.5944/openpraxis.13.3.149","DOIUrl":"https://doi.org/10.5944/openpraxis.13.3.149","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"30 3 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85764353","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 : 2021-12-31DOI: 10.5944/openpraxis.13.3.132
Aras Bozkurt
{"title":"Surfing on Three Waves of MOOCs: An Examination and Snapshot of Research in Massive Open Online Courses","authors":"Aras Bozkurt","doi":"10.5944/openpraxis.13.3.132","DOIUrl":"https://doi.org/10.5944/openpraxis.13.3.132","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"112 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84925983","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 : 2021-12-31DOI: 10.5944/openpraxis.13.3.265
Sandra Schön, Martin Ebner, Elfriede Berger, Gerhard Brandhofer, Ortrun Gröblinger, Tanja Jadin, Michael Kopp, Hans-Peter Steinbacher, Charlotte Zwiauer
{"title":"OER Certification of Individuals and Organisations in Higher Education: Implementations Worldwide","authors":"Sandra Schön, Martin Ebner, Elfriede Berger, Gerhard Brandhofer, Ortrun Gröblinger, Tanja Jadin, Michael Kopp, Hans-Peter Steinbacher, Charlotte Zwiauer","doi":"10.5944/openpraxis.13.3.265","DOIUrl":"https://doi.org/10.5944/openpraxis.13.3.265","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"14 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75350347","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 : 2021-12-31DOI: 10.5944/openpraxis.13.3.131
Murat Sümer, Berna Yüner
COVID-19 caused a global crisis and influenced approximately 1.5 billion students. Due to the threat of COVID-19, schools and universities suspended all the face to face classes and faced a mandatory transition to online learning to continue their teaching and learning. Teachers and students did not have time to prepare or get supported for emergency remote teaching. This study aims to examine the support services provided by the university administration to the faculty in Turkey. So it is designed as a case study, which is one of the qualitative methods in education. Regarding the findings related to support systems in the time of emergency remote teaching provided by the universities, it can be seen that administrative and technical supports were well provided. However, it can be said that the universities ignored their faculties' needs regarding academic support as well as counseling support, which faculty needed most. Although library support is one of the support systems in the literature, faculty mentioned that they did not need any support in this regard. Peer support can be shown as the most prominent type of support in the emergency remote teaching, although it is not included in the open and distance learning literature for faculty.
{"title":"Faculty Support in Higher Education Provided by University Administration during Emergency Remote Teaching: A Case Study","authors":"Murat Sümer, Berna Yüner","doi":"10.5944/openpraxis.13.3.131","DOIUrl":"https://doi.org/10.5944/openpraxis.13.3.131","url":null,"abstract":"COVID-19 caused a global crisis and influenced approximately 1.5 billion students. Due to the threat of COVID-19, schools and universities suspended all the face to face classes and faced a mandatory transition to online learning to continue their teaching and learning. Teachers and students did not have time to prepare or get supported for emergency remote teaching. This study aims to examine the support services provided by the university administration to the faculty in Turkey. So it is designed as a case study, which is one of the qualitative methods in education. Regarding the findings related to support systems in the time of emergency remote teaching provided by the universities, it can be seen that administrative and technical supports were well provided. However, it can be said that the universities ignored their faculties' needs regarding academic support as well as counseling support, which faculty needed most. Although library support is one of the support systems in the literature, faculty mentioned that they did not need any support in this regard. Peer support can be shown as the most prominent type of support in the emergency remote teaching, although it is not included in the open and distance learning literature for faculty.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"14 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79468935","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 : 2021-12-31DOI: 10.5944/openpraxis.13.3.215
R. Yayla, Halime Yayla, Gizem Ortaç, T. Bilgin
Distance education is an education model in which the lessons can be taught simultaneously using technical material without time and space restrictions. It has gained importance after the Covid-19 pandemic processes and has been implemented as a valid educational model in all educational institutions. Due to the sudden pandemic measures, distance education has brought about a lot of technical problems at unprepared educational institutions against the pandemic. In this paper, a classification approach is proposed by machine learning methods on Twitter instead of the usual structured research methods such as survey, one-on-one meeting for technical problems of distance education. The most encountered and commented distance education problem, which can be defined in different languages by the proposed method, have been analysed with Turkey example. Sentiment analysis has been made from negative and neutral tweets about distance education. The problems have been classified by natural language processing methods based on Turkish word analysis.
{"title":"A Classification Approach with Machine Learning Methods for Technical Problems of Distance Education: Turkey Example","authors":"R. Yayla, Halime Yayla, Gizem Ortaç, T. Bilgin","doi":"10.5944/openpraxis.13.3.215","DOIUrl":"https://doi.org/10.5944/openpraxis.13.3.215","url":null,"abstract":"Distance education is an education model in which the lessons can be taught simultaneously using technical material without time and space restrictions. It has gained importance after the Covid-19 pandemic processes and has been implemented as a valid educational model in all educational institutions. Due to the sudden pandemic measures, distance education has brought about a lot of technical problems at unprepared educational institutions against the pandemic. In this paper, a classification approach is proposed by machine learning methods on Twitter instead of the usual structured research methods such as survey, one-on-one meeting for technical problems of distance education. The most encountered and commented distance education problem, which can be defined in different languages by the proposed method, have been analysed with Turkey example. Sentiment analysis has been made from negative and neutral tweets about distance education. The problems have been classified by natural language processing methods based on Turkish word analysis.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"50 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86126341","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 : 2021-12-31DOI: 10.5944/openpraxis.13.3.135
Thembeka Shange
{"title":"Fostering Symbiosis Between E-tutors and Lecturers of an English Studies Module at an Open Distance Learning University in South Africa","authors":"Thembeka Shange","doi":"10.5944/openpraxis.13.3.135","DOIUrl":"https://doi.org/10.5944/openpraxis.13.3.135","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"71 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85368480","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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