Pub Date : 2023-10-31DOI: 10.1080/02680513.2023.2277161
Berli Arta, Adhan Kholis
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBerli ArtaBerli Arta is a lecturer of the Department of English Education of Universitas Nahdlatul Ulama Yogyakarta, Indonesia. His research interest covers English Language Teaching, Bilingualism, and Online Learning.Adhan KholisAdhan Kholis is teaching at the Department of English Education of Universitas Nahdlatul Ulama Yogyakarta and he is also an Editor and Reviewer in various accredited journals in Indonesia. His research interests include Media and Technology in Language Teaching and Learning.
{"title":"Best practices for mentoring in online programs: supporting faculty and students in higher education <b>Best practices for mentoring in online programs: supporting faculty and students in higher education</b> , edited by Susan Ko and Olena Zhadko, New York, Routledge, 2022, 170 pp., £26.39(paperback), ISBN9781138352476 (e-book), ISBN9780429434754","authors":"Berli Arta, Adhan Kholis","doi":"10.1080/02680513.2023.2277161","DOIUrl":"https://doi.org/10.1080/02680513.2023.2277161","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBerli ArtaBerli Arta is a lecturer of the Department of English Education of Universitas Nahdlatul Ulama Yogyakarta, Indonesia. His research interest covers English Language Teaching, Bilingualism, and Online Learning.Adhan KholisAdhan Kholis is teaching at the Department of English Education of Universitas Nahdlatul Ulama Yogyakarta and he is also an Editor and Reviewer in various accredited journals in Indonesia. His research interests include Media and Technology in Language Teaching and Learning.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135814040","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 : 2023-10-18DOI: 10.1080/02680513.2023.2270987
Sangah Lee, Hyeon-Jean Yoo, Chih-Hsuan Wang
ABSTRACTThe study identifies the mediating effects of online learning readiness (OLR) in the relation between course satisfaction and self-efficacy to learn online statistics. The sample comprised 121 students recruited from a large public university in a south-eastern state in the United States of America. Structural equation modelling (SEM) and correlational analysis were used to test the hypotheses. We found that self-efficacy to learn statistics is positively associated with both course satisfaction and online learning readiness in students. OLR has a significant positive association with course satisfaction. Our findings confirmed the mediational effect of OLR of students enrolled in online statistics courses in the relationships between self-efficacy to learn statistics and students’ course satisfaction. This study suggests that self-efficacy to learn statistics contributes to higher course satisfaction in online statistics learning. We suggest that educational establishments should focus on developing policies to improve the online learning readiness of students and student self-efficacy, to enhance course satisfaction.KEYWORDS: online learning readinessstatistics online courseself-efficacycourse satisfactiononilne learning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSangah LeeSangah Lee is a Research Scientist in the Department of Educational Leadership & Policy Studies at the University of Houston, Houston, TX, USA. She received her Ph.D. in Educational Psychology, M.S. degree in Educational Research, Measurement, and Evaluation, and M.S. degree in Probability and Statistics from Auburn University, Auburn, AL, USA. Her research is focused on multicultural aspects of higher educational systems, equity in education, and motivation in online and statistics education.Hyeon-Jean YooHyeon-Jean Yoo is an Assistant Professor in the Department of Teaching and Learning at Tennessee State University, Nashville, TN, USA. She received her Ph.D. in Adult Education and her M.S. degree in Educational Research, Measurement, and Evaluation from Auburn University, Auburn, AL, USA. Her research interests include online and distance learning, transformative learning, and student motivation.Chih-Hsuan WangChih-Hsuan Wang, PhD, is a Professor in Educational Psychology at Auburn University, Auburn, AL, USA. She is interested in research related to motivation and assessment in different learning settings, and the impact of using technology on teaching and learning processes.
{"title":"The mediating role of online learning readiness in the relationship between course satisfaction and self-efficacy to learn statistics in online classes","authors":"Sangah Lee, Hyeon-Jean Yoo, Chih-Hsuan Wang","doi":"10.1080/02680513.2023.2270987","DOIUrl":"https://doi.org/10.1080/02680513.2023.2270987","url":null,"abstract":"ABSTRACTThe study identifies the mediating effects of online learning readiness (OLR) in the relation between course satisfaction and self-efficacy to learn online statistics. The sample comprised 121 students recruited from a large public university in a south-eastern state in the United States of America. Structural equation modelling (SEM) and correlational analysis were used to test the hypotheses. We found that self-efficacy to learn statistics is positively associated with both course satisfaction and online learning readiness in students. OLR has a significant positive association with course satisfaction. Our findings confirmed the mediational effect of OLR of students enrolled in online statistics courses in the relationships between self-efficacy to learn statistics and students’ course satisfaction. This study suggests that self-efficacy to learn statistics contributes to higher course satisfaction in online statistics learning. We suggest that educational establishments should focus on developing policies to improve the online learning readiness of students and student self-efficacy, to enhance course satisfaction.KEYWORDS: online learning readinessstatistics online courseself-efficacycourse satisfactiononilne learning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSangah LeeSangah Lee is a Research Scientist in the Department of Educational Leadership & Policy Studies at the University of Houston, Houston, TX, USA. She received her Ph.D. in Educational Psychology, M.S. degree in Educational Research, Measurement, and Evaluation, and M.S. degree in Probability and Statistics from Auburn University, Auburn, AL, USA. Her research is focused on multicultural aspects of higher educational systems, equity in education, and motivation in online and statistics education.Hyeon-Jean YooHyeon-Jean Yoo is an Assistant Professor in the Department of Teaching and Learning at Tennessee State University, Nashville, TN, USA. She received her Ph.D. in Adult Education and her M.S. degree in Educational Research, Measurement, and Evaluation from Auburn University, Auburn, AL, USA. Her research interests include online and distance learning, transformative learning, and student motivation.Chih-Hsuan WangChih-Hsuan Wang, PhD, is a Professor in Educational Psychology at Auburn University, Auburn, AL, USA. She is interested in research related to motivation and assessment in different learning settings, and the impact of using technology on teaching and learning processes.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135889296","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 : 2023-10-02DOI: 10.1080/02680513.2023.2265398
Denise Whitelock
{"title":"Open and online learning: opportunities and challenges","authors":"Denise Whitelock","doi":"10.1080/02680513.2023.2265398","DOIUrl":"https://doi.org/10.1080/02680513.2023.2265398","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902626","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 : 2023-09-18DOI: 10.1080/02680513.2023.2259922
Hengtao Tang
ABSTRACTThe low retention rate becomes a scale-efficiency tradeoff for Massive Open Online Courses (MOOCs). To resolve this tradeoff, understanding learner experience of successfully completing MOOCs is necessary. Keen completers , who complete a MOOC and meet the requirement of passing the course, tend to actively participate in course interactions; however, their voices about how interactions contribute to course completion are unheard. Therefore, this study applied a qualitative methodology to explore keen completers’ interaction experience and their perceptions of various types of interaction (e.g. learner-content, learner-learner, learner-instructor, learner-interface, learner-self, and learner-exterior interaction) in a MOOC. The findings of this study have added keen completers’ voices to existing evidence about interactions with a focus on how each type of interaction aided in the completion of a MOOC. Practical implications about maintaining learners’ effective interaction experience in MOOCs are discussed.KEYWORDS: MOOCsinteractionkeen completersretentionqualitative study Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Office of the Provost, University of South Carolina [80004720]; Office of the Vice President for Research, University of South Carolina [80003684].Notes on contributorsHengtao TangHengtao Tang is an associate professor of Learning Design and Technologies at the University of South Carolina. His research interests address the intersection of self-regulated learning, multimodal data analytics, and artificial intelligence (AI) in education. Specifically, Hengtao applies multimodal data analytics to understand how learners regulate their learning and their collaborative problem solving in technology-enhanced learning environments and thereby creating AI-driven scaffolds to facilitate learners' disposition, knowledge, skills, and action outcomes toward STEM careers.
{"title":"Interactions in an xMOOC: perspectives of learners who completed the course","authors":"Hengtao Tang","doi":"10.1080/02680513.2023.2259922","DOIUrl":"https://doi.org/10.1080/02680513.2023.2259922","url":null,"abstract":"ABSTRACTThe low retention rate becomes a scale-efficiency tradeoff for Massive Open Online Courses (MOOCs). To resolve this tradeoff, understanding learner experience of successfully completing MOOCs is necessary. Keen completers , who complete a MOOC and meet the requirement of passing the course, tend to actively participate in course interactions; however, their voices about how interactions contribute to course completion are unheard. Therefore, this study applied a qualitative methodology to explore keen completers’ interaction experience and their perceptions of various types of interaction (e.g. learner-content, learner-learner, learner-instructor, learner-interface, learner-self, and learner-exterior interaction) in a MOOC. The findings of this study have added keen completers’ voices to existing evidence about interactions with a focus on how each type of interaction aided in the completion of a MOOC. Practical implications about maintaining learners’ effective interaction experience in MOOCs are discussed.KEYWORDS: MOOCsinteractionkeen completersretentionqualitative study Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Office of the Provost, University of South Carolina [80004720]; Office of the Vice President for Research, University of South Carolina [80003684].Notes on contributorsHengtao TangHengtao Tang is an associate professor of Learning Design and Technologies at the University of South Carolina. His research interests address the intersection of self-regulated learning, multimodal data analytics, and artificial intelligence (AI) in education. Specifically, Hengtao applies multimodal data analytics to understand how learners regulate their learning and their collaborative problem solving in technology-enhanced learning environments and thereby creating AI-driven scaffolds to facilitate learners' disposition, knowledge, skills, and action outcomes toward STEM careers.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135208088","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 : 2023-08-14DOI: 10.1080/02680513.2023.2248170
Elspeth Nelson
{"title":"The metaphors of Ed Tech","authors":"Elspeth Nelson","doi":"10.1080/02680513.2023.2248170","DOIUrl":"https://doi.org/10.1080/02680513.2023.2248170","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44152736","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 : 2023-08-14DOI: 10.1080/02680513.2023.2248175
Mathieu Kessler, Daniel Pérez-Berenguer
{"title":"Creating, consuming, remixing, and sharing accessible Open Educational Resources (OERs) using an authoring tool","authors":"Mathieu Kessler, Daniel Pérez-Berenguer","doi":"10.1080/02680513.2023.2248175","DOIUrl":"https://doi.org/10.1080/02680513.2023.2248175","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47299957","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 : 2023-07-16DOI: 10.1080/02680513.2023.2237516
Karima Pragg
{"title":"Logging in but tuning out – the experience of online learning among Trinidadian students","authors":"Karima Pragg","doi":"10.1080/02680513.2023.2237516","DOIUrl":"https://doi.org/10.1080/02680513.2023.2237516","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41378899","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 : 2023-06-06DOI: 10.1080/02680513.2023.2216711
C. Douce, Charlotte Stevens
Welcome to the third issue of Open Learning for 2023. The informal theme for this issue is the transition from theory to practice, and the role that theory plays in distance learning. Significantly, this issue has a very international feel to it. Contributors are from Ghana, Nigeria, South Africa, South Korea, the UK and the USA. The first paper by Ukwoma and Ngulube (2021) from the University of South Africa and University of Nigeria, respectively, identifies trends and patterns of theory use in open and distance learning research by examining research articles published in open and distance journals between 2009 and 2018, including Open Learning. The authors analysed more than 1300 journal articles, applying a content analysis methodology, to discover that 385 theories were used in 366 articles. The theories are from the disciplines of education, social sciences and information systems, with some of the most cited theories being transactional distance theory, social constructivism, activity theory and community of practice theory. It is interesting to note that the relationship between transactional distance theory and activity theory has also been explored within an earlier Open Learning article by Kang and Gyorke (2008). The article within this issue is worth studying since it provides useful guidance to researchers about the role of theory in the generation of knowledge, highlighting that theory is ‘one of the pillars of research’ and helps to ‘explain how things work and why’. The discussion about the differences between models, concepts and theories is thought provoking. In some respects, this first paper sets the scene for those that follow. The second paper, by Black (2020), Bissessar and Boolaky, from the University of Liverpool, UK, and the University of Lincoln, UK, shares a critical literature review of the use of the PsyCap (psychological capital) model in relation to university students’ learning. Psychological Capital is a model normally used to understand persistence in the workplace; here, the authors bring to the forefront the model’s relevance in the context of the changing landscape of online learning. The review, conducted in 2019, provides a history of online education and pedagogy, as well as the role of the PsyCap model and its application in higher education. The value and originality of this article comes from what it brings together. A broad number of theories are referenced which can, of course, be useful with facilitating further research. Moving from the theoretical to the practical, Lange’s article (2021), focused on students studying at the Open Cyber University in South Korea, explores how personalised e-learning experiences within massive online learning classes can reduce the impact of cognitive load. Lange applies a quantitative survey method and analyses responses from over 2000 students. This survey facilitates the exploration of e-learning personalisation (ELP) from different perspectives and its correlatio
{"title":"Editorial: From Theory to Practice","authors":"C. Douce, Charlotte Stevens","doi":"10.1080/02680513.2023.2216711","DOIUrl":"https://doi.org/10.1080/02680513.2023.2216711","url":null,"abstract":"Welcome to the third issue of Open Learning for 2023. The informal theme for this issue is the transition from theory to practice, and the role that theory plays in distance learning. Significantly, this issue has a very international feel to it. Contributors are from Ghana, Nigeria, South Africa, South Korea, the UK and the USA. The first paper by Ukwoma and Ngulube (2021) from the University of South Africa and University of Nigeria, respectively, identifies trends and patterns of theory use in open and distance learning research by examining research articles published in open and distance journals between 2009 and 2018, including Open Learning. The authors analysed more than 1300 journal articles, applying a content analysis methodology, to discover that 385 theories were used in 366 articles. The theories are from the disciplines of education, social sciences and information systems, with some of the most cited theories being transactional distance theory, social constructivism, activity theory and community of practice theory. It is interesting to note that the relationship between transactional distance theory and activity theory has also been explored within an earlier Open Learning article by Kang and Gyorke (2008). The article within this issue is worth studying since it provides useful guidance to researchers about the role of theory in the generation of knowledge, highlighting that theory is ‘one of the pillars of research’ and helps to ‘explain how things work and why’. The discussion about the differences between models, concepts and theories is thought provoking. In some respects, this first paper sets the scene for those that follow. The second paper, by Black (2020), Bissessar and Boolaky, from the University of Liverpool, UK, and the University of Lincoln, UK, shares a critical literature review of the use of the PsyCap (psychological capital) model in relation to university students’ learning. Psychological Capital is a model normally used to understand persistence in the workplace; here, the authors bring to the forefront the model’s relevance in the context of the changing landscape of online learning. The review, conducted in 2019, provides a history of online education and pedagogy, as well as the role of the PsyCap model and its application in higher education. The value and originality of this article comes from what it brings together. A broad number of theories are referenced which can, of course, be useful with facilitating further research. Moving from the theoretical to the practical, Lange’s article (2021), focused on students studying at the Open Cyber University in South Korea, explores how personalised e-learning experiences within massive online learning classes can reduce the impact of cognitive load. Lange applies a quantitative survey method and analyses responses from over 2000 students. This survey facilitates the exploration of e-learning personalisation (ELP) from different perspectives and its correlatio","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46185701","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 : 2023-05-14DOI: 10.1080/02680513.2023.2213267
Wida Wulandari
{"title":"Ethical use of information technology in higher education","authors":"Wida Wulandari","doi":"10.1080/02680513.2023.2213267","DOIUrl":"https://doi.org/10.1080/02680513.2023.2213267","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41320755","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 : 2023-05-01DOI: 10.21608/jdlol.2022.300807
A. Mohamed, sayed Bekhet
{"title":"The extent to which smart wearable device data can be used in medical decision-making: a field study","authors":"A. Mohamed, sayed Bekhet","doi":"10.21608/jdlol.2022.300807","DOIUrl":"https://doi.org/10.21608/jdlol.2022.300807","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78870524","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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