Pub Date : 2021-12-31DOI: 10.5944/openpraxis.13.3.133
Édison Trombeta De Oliveira
{"title":"Assessment, Interaction and Technology in Distance Education: A Netnographic Study at a Brazilian Virtual University","authors":"Édison Trombeta De Oliveira","doi":"10.5944/openpraxis.13.3.133","DOIUrl":"https://doi.org/10.5944/openpraxis.13.3.133","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"95 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90367169","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 : 2021-10-20DOI: 10.5944/OPENPRAXIS.13.2.125
F. Müller
The article shows in which areas other countries can benefit from the work of the Norwegian platform NDLA (ndla.no). This assessment is based on interviews with 13 representatives of the platform, three cooperation partners and one representative of Norwegian textbook publishers. The experiences described refer to a large-scale Open Educational Resources (OER) platform for upper secondary education, which was founded in 2006. The contents and experiences of the interviews were categorised into four areas: creation process, consumption, context based decisions and peer-production. The openness of the colleagues through the interviews conducted allows –for the first time– insights into the structures, strategies and considerations of NDLA. In conclusion, the special potential of such a state funded OER platform for inclusive education and which aspects might be relevant for higher education is shown.
{"title":"Say no to Reinventing the Wheel: How other Countries can Build on the Norwegian Model of State-Financed OER to Create More Inclusive Upper Secondary Schools","authors":"F. Müller","doi":"10.5944/OPENPRAXIS.13.2.125","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.2.125","url":null,"abstract":"The article shows in which areas other countries can benefit from the work of the Norwegian platform NDLA (ndla.no). This assessment is based on interviews with 13 representatives of the platform, three cooperation partners and one representative of Norwegian textbook publishers. The experiences described refer to a large-scale Open Educational Resources (OER) platform for upper secondary education, which was founded in 2006. The contents and experiences of the interviews were categorised into four areas: creation process, consumption, context based decisions and peer-production. The openness of the colleagues through the interviews conducted allows –for the first time– insights into the structures, strategies and considerations of NDLA. In conclusion, the special potential of such a state funded OER platform for inclusive education and which aspects might be relevant for higher education is shown.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"31 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79332293","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 : 2021-10-20DOI: 10.5944/OPENPRAXIS.13.2.124
M. Henderikx, K. Kreijns, Kate M. Xu, M. Kalz
Learners in MOOCs often experience challenges that can be identified as barriers to learning. These barriers may be MOOC- or not MOOC-related. By knowing about potential barriers learners would be better prepared and more likely to handle and overcome them. Therefore, the aim of this study was to advance insight and knowledge about barriers to learning in MOOCs. Assessment and reassessment of the data using exploratory factor analysis provided a good model fit for a 6-factor structure. This was confirmed by a confirmatory factor analysis. Further classification of the factors revealed that barriers experienced by learners were predominantly non-MOOC related. To get insight into the barriers learners experience, it was suggested to convert the identified factor structure into a diagnostic instrument (dashboard) powered by learner self-report. This dashboard then provides information about barriers learners experience and can be valuable for making (re) design decisions and for developing learner supporting tools and interventions.
{"title":"Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach","authors":"M. Henderikx, K. Kreijns, Kate M. Xu, M. Kalz","doi":"10.5944/OPENPRAXIS.13.2.124","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.2.124","url":null,"abstract":"Learners in MOOCs often experience challenges that can be identified as barriers to learning. These barriers may be MOOC- or not MOOC-related. By knowing about potential barriers learners would be better prepared and more likely to handle and overcome them. Therefore, the aim of this study was to advance insight and knowledge about barriers to learning in MOOCs. Assessment and reassessment of the data using exploratory factor analysis provided a good model fit for a 6-factor structure. This was confirmed by a confirmatory factor analysis. Further classification of the factors revealed that barriers experienced by learners were predominantly non-MOOC related. To get insight into the barriers learners experience, it was suggested to convert the identified factor structure into a diagnostic instrument (dashboard) powered by learner self-report. This dashboard then provides information about barriers learners experience and can be valuable for making (re) design decisions and for developing learner supporting tools and interventions.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"9 1","pages":"143-159"},"PeriodicalIF":1.6,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88321290","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 : 2021-10-20DOI: 10.5944/OPENPRAXIS.13.2.126
K. Lister, Ruth Mcfarlane
Student mental health is a growing concern for universities; increasing numbers of students are experiencing wellbeing issues, and distance learners are particularly at risk. Evidence indicates that triggers for mental health difficulties can reside within higher education environments, systems and study practices, implying that a proactive, inclusive design approach should be considered to complement mental health service provision. Student vignettes that illustrate experiences of mental health difficulties in study are a valuable learning design tool; they have potential to support more inclusive practice by informing learning design. This paper explores the role learning design can play in creating learning that supports student mental wellbeing, it shares vignettes created in the study, discusses a case study of their use, and gives examples of barriers students experience and learning design considerations that may address these. This method was found to be engaging and effective in illustrating barriers and in supporting practitioners to identify learning design considerations to mitigate these.
{"title":"Designing for Wellbeing: An Inclusive Learning Design Approach with Student Mental Health Vignettes","authors":"K. Lister, Ruth Mcfarlane","doi":"10.5944/OPENPRAXIS.13.2.126","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.2.126","url":null,"abstract":"Student mental health is a growing concern for universities; increasing numbers of students are experiencing wellbeing issues, and distance learners are particularly at risk. Evidence indicates that triggers for mental health difficulties can reside within higher education environments, systems and study practices, implying that a proactive, inclusive design approach should be considered to complement mental health service provision. Student vignettes that illustrate experiences of mental health difficulties in study are a valuable learning design tool; they have potential to support more inclusive practice by informing learning design. This paper explores the role learning design can play in creating learning that supports student mental wellbeing, it shares vignettes created in the study, discusses a case study of their use, and gives examples of barriers students experience and learning design considerations that may address these. This method was found to be engaging and effective in illustrating barriers and in supporting practitioners to identify learning design considerations to mitigate these.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"106 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75699782","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 : 2021-10-20DOI: 10.5944/OPENPRAXIS.13.2.137
Irfan Simsek, Sevda Kucuk, Sezer Köse Biber, Tuncer Can
In providing effective online education, it is crucial that the instructors have the competence to teach online. The aim of this study is to develop a valid and reliable online teaching competency scale for online instructors. The data were collected from 392 instructors working in a big state university in Turkey (Istanbul University-Cerrahpasa). The instructors have conducted online courses through synchronous and asynchronous methods during the pandemic process. The development and evaluation process of the scale included exploratory factor analysis and convergent validity. The scale consists of 15 items and represents four factors of online instructors’ competencies: pedagogy, facilitation, technology, and course administration. The total variance of the scale was found 64%. Internal consistency coefficient of the whole scale was found to be .83 according to reliability analysis. The results of the study revealed that the scale is valid and reliable for measuring instructors’ online teaching competency. The implications of the study were discussed in detail.
{"title":"Development of an Online Teaching Competency Scale for University Instructors","authors":"Irfan Simsek, Sevda Kucuk, Sezer Köse Biber, Tuncer Can","doi":"10.5944/OPENPRAXIS.13.2.137","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.2.137","url":null,"abstract":"In providing effective online education, it is crucial that the instructors have the competence to teach online. The aim of this study is to develop a valid and reliable online teaching competency scale for online instructors. The data were collected from 392 instructors working in a big state university in Turkey (Istanbul University-Cerrahpasa). The instructors have conducted online courses through synchronous and asynchronous methods during the pandemic process. The development and evaluation process of the scale included exploratory factor analysis and convergent validity. The scale consists of 15 items and represents four factors of online instructors’ competencies: pedagogy, facilitation, technology, and course administration. The total variance of the scale was found 64%. Internal consistency coefficient of the whole scale was found to be .83 according to reliability analysis. The results of the study revealed that the scale is valid and reliable for measuring instructors’ online teaching competency. The implications of the study were discussed in detail.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"4 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85944737","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 : 2021-10-20DOI: 10.5944/OPENPRAXIS.13.2.127
Volkan Kukul
This study purposes to examine the emergency transition to distance education during the COVID-19 pandemic from the perspective of university students. Based on this purpose, university students were asked open-ended questions about their distance education experience during the COVID-19 pandemic. Transactional Distance Theory was used as the theoretical framework to form the questions and interpret the findings. 441 university students from a state university participated in the study, and 1443 comments were analysed by using text mining techniques. The findings of the study have revealed that students acknowledge the rapid transition positively, but they have also indicated that the effectiveness of distance education is low. The reason for the ineffectiveness was observed as the lack of interactive elements in the content and the low level of communication between faculty members and students. As a result of the findings of the study, several recommendations on how institutions can take precautions are presented.
{"title":"On Becoming an Online University in an Emergency Period: Voices From the Students at a State University","authors":"Volkan Kukul","doi":"10.5944/OPENPRAXIS.13.2.127","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.2.127","url":null,"abstract":"This study purposes to examine the emergency transition to distance education during the COVID-19 pandemic from the perspective of university students. Based on this purpose, university students were asked open-ended questions about their distance education experience during the COVID-19 pandemic. Transactional Distance Theory was used as the theoretical framework to form the questions and interpret the findings. 441 university students from a state university participated in the study, and 1443 comments were analysed by using text mining techniques. The findings of the study have revealed that students acknowledge the rapid transition positively, but they have also indicated that the effectiveness of distance education is low. The reason for the ineffectiveness was observed as the lack of interactive elements in the content and the low level of communication between faculty members and students. As a result of the findings of the study, several recommendations on how institutions can take precautions are presented.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"1957 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91226709","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 : 2021-10-20DOI: 10.5944/OPENPRAXIS.13.2.128
S. Bose
This study investigated the problems faced by teachers enrolling in a distance teacher education programme offered by India’s Indira Gandhi National Open University (IGNOU). Instead of review of literature, the study began with the examination of learners’ complaints about various aspects of the programme. Analysis of data extracted from the complaints led to the hypothesis that the inability of the programme’s learner support to address nonacademic problems was affecting the capacity for distance learning. Interventions provided for strengthening the learner support, lessened complaints and confirmed the hypothesis. Thus using the grounded theory approach this study extracted from data, the impact of a weak learner support on distance learning. The study cautions that learner support remains crucial even when distance learners are professionals like teachers; a robust instructional design does not guarantee learner satisfaction if learner support remains weak; and alterations in learner support need to be tried out before incorporating them in programmes with high enrolment.
{"title":"Using Grounded Theory Approach for Examining the Problems Faced by Teachers Enrolled in a Distance Education Programme","authors":"S. Bose","doi":"10.5944/OPENPRAXIS.13.2.128","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.2.128","url":null,"abstract":"This study investigated the problems faced by teachers enrolling in a distance teacher education programme offered by India’s Indira Gandhi National Open University (IGNOU). Instead of review of literature, the study began with the examination of learners’ complaints about various aspects of the programme. Analysis of data extracted from the complaints led to the hypothesis that the inability of the programme’s learner support to address nonacademic problems was affecting the capacity for distance learning. Interventions provided for strengthening the learner support, lessened complaints and confirmed the hypothesis. Thus using the grounded theory approach this study extracted from data, the impact of a weak learner support on distance learning. The study cautions that learner support remains crucial even when distance learners are professionals like teachers; a robust instructional design does not guarantee learner satisfaction if learner support remains weak; and alterations in learner support need to be tried out before incorporating them in programmes with high enrolment.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"48 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80053317","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 : 2021-10-20DOI: 10.5944/OPENPRAXIS.13.2.130
R. Selvaratnam, Michael Sankey
Micro-credentialing is rapidly growing globally as learning that is both life-long and life-wide and this has only accelerated due to COVID-19. To understand what this means for higher education, The Australasian Council on Open, Distance and eLearning has conducted two surveys on the implementation and practice of micro-credentialing in the Australasian sector. With the surveys conducted a year apart, before and after the pandemic, significant changes are noted in the delivery of learning. The results show an increased interest and intention in rolling out micro-credentials, as evidenced, particularly, in work undertaken at the policy level. However, in relation to actual implementation and practice, there is still a lot of work yet to be done. What is evidenced, in the results, is that this form of credentialing will continue to grow rapidly. Higher education institutions are investing in infrastructure and establishing working groups that are placing a governance model for micro-credentials in universities, while ensuring dedicated resourcing is channeled to this endeavour. Moving forward institutions will require significant planning and coordinated delivery at both at the local and global level, if the potential benefits of implementing micro-credentialing, such as portability and stackability over time, are to be realised. Implications for practice or policy: Universities can use this data to plan their implementation of micro-credentials Policy makers and regulators can use this information to monitor this field in higher education
{"title":"The State of Micro-Credentials Implementation and Practice in Australasian Higher Education","authors":"R. Selvaratnam, Michael Sankey","doi":"10.5944/OPENPRAXIS.13.2.130","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.2.130","url":null,"abstract":"Micro-credentialing is rapidly growing globally as learning that is both life-long and life-wide and this has only accelerated due to COVID-19. To understand what this means for higher education, The Australasian Council on Open, Distance and eLearning has conducted two surveys on the implementation and practice of micro-credentialing in the Australasian sector. With the surveys conducted a year apart, before and after the pandemic, significant changes are noted in the delivery of learning. The results show an increased interest and intention in rolling out micro-credentials, as evidenced, particularly, in work undertaken at the policy level. However, in relation to actual implementation and practice, there is still a lot of work yet to be done. What is evidenced, in the results, is that this form of credentialing will continue to grow rapidly. Higher education institutions are investing in infrastructure and establishing working groups that are placing a governance model for micro-credentials in universities, while ensuring dedicated resourcing is channeled to this endeavour. Moving forward institutions will require significant planning and coordinated delivery at both at the local and global level, if the potential benefits of implementing micro-credentialing, such as portability and stackability over time, are to be realised. Implications for practice or policy: Universities can use this data to plan their implementation of micro-credentials Policy makers and regulators can use this information to monitor this field in higher education","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"18 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82037849","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 : 2021-03-30DOI: 10.5944/OPENPRAXIS.13.1.1177
W. Stewart
The COVID-19 pandemic has impacted education in ways that academic institutions, scholars, administrators, educators, and students will strive to fully comprehend for years to come. The global spread of SARSCoV2 in early 2020 prompted social distancing as the primary countermeasure against contracting and spreading the novel coronavirus, which in turn led academic communities worldwide to suddenly transition to emergency remote teaching (ERT) in order to maintain educational continuity. This review of the literature synthesizes findings from 38 empirical studies set in higher education about ERT in 2020 from all over the world. A thematic analysis of findings produced four major themes: 1) diverse ERT experiences; 2) digital divide and vast educational/socio economic inequalities; 3) commonly-experienced ERT problems, issues, and challenges; and 4) frequently-made adjustments in response to ERT. Findings are indicative of the immediate aftermath of transitions to ERT, and open areas of research for long-term impacts of ERT are discussed.
{"title":"A global crash-course in teaching and learning online: A thematic review of empirical Emergency Remote Teaching (ERT) studies in higher education during Year 1 of COVID-19","authors":"W. Stewart","doi":"10.5944/OPENPRAXIS.13.1.1177","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.1.1177","url":null,"abstract":"The COVID-19 pandemic has impacted education in ways that academic institutions, scholars, administrators, educators, and students will strive to fully comprehend for years to come. The global spread of SARSCoV2 in early 2020 prompted social distancing as the primary countermeasure against contracting and spreading the novel coronavirus, which in turn led academic communities worldwide to suddenly transition to emergency remote teaching (ERT) in order to maintain educational continuity. This review of the literature synthesizes findings from 38 empirical studies set in higher education about ERT in 2020 from all over the world. A thematic analysis of findings produced four major themes: 1) diverse ERT experiences; 2) digital divide and vast educational/socio economic inequalities; 3) commonly-experienced ERT problems, issues, and challenges; and 4) frequently-made adjustments in response to ERT. Findings are indicative of the immediate aftermath of transitions to ERT, and open areas of research for long-term impacts of ERT are discussed.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"48 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73529784","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：