Pub Date : 2023-05-01DOI: 10.21608/jdlol.2023.300780
Arshad Eisa
This study uses a multi-dimensional analysis method that focuses on two main issues: the importance of transition and the willingness to implement it.
本研究采用多维分析方法，重点关注两个主要问题:转型的重要性和实施转型的意愿。
{"title":"Need and Readiness for Transition to Digital Education in the Egyptian Countryside","authors":"Arshad Eisa","doi":"10.21608/jdlol.2023.300780","DOIUrl":"https://doi.org/10.21608/jdlol.2023.300780","url":null,"abstract":"This study uses a multi-dimensional analysis method that focuses on two main issues: the importance of transition and the willingness to implement it.","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":"87693418","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 : 2023-04-24DOI: 10.58887/ijodel.v8i2.230
James Michael Pablo
Recent literatures suggested that the English proficiency of Filipinos has been declining in the past decade. Despite this, several English language schools from countries like China, Japan, and Korea still hire Filipino teachers. Many of their stakeholders still believe that Filipinos are the most cost-effective option for their English language learning compared to their international counterparts. However, due to the expansion of the English language learning industry, competitors have started to challenge the affordability of Filipino teachers with native or native-like English teachers at a reasonable price. This study assessed the English grammar proficiency of 401 Filipino English teachers who are currently teaching online. Results showed that 90% of the respondents did not score more than 75% and that they struggled with basic grammar particularly in the use of verbs and adverbs. If Filipino English teachers want to remain competitive and rebrand themselves, they must undertake a self-analysis of their English skills to find their weak points and undergo a training and development program by themselves or with their current employers.
{"title":"Assessing the English Grammar Proficiency of Online Filipino English Teachers","authors":"James Michael Pablo","doi":"10.58887/ijodel.v8i2.230","DOIUrl":"https://doi.org/10.58887/ijodel.v8i2.230","url":null,"abstract":"Recent literatures suggested that the English proficiency of Filipinos has been declining in the past decade. Despite this, several English language schools from countries like China, Japan, and Korea still hire Filipino teachers. Many of their stakeholders still believe that Filipinos are the most cost-effective option for their English language learning compared to their international counterparts. However, due to the expansion of the English language learning industry, competitors have started to challenge the affordability of Filipino teachers with native or native-like English teachers at a reasonable price. This study assessed the English grammar proficiency of 401 Filipino English teachers who are currently teaching online. Results showed that 90% of the respondents did not score more than 75% and that they struggled with basic grammar particularly in the use of verbs and adverbs. If Filipino English teachers want to remain competitive and rebrand themselves, they must undertake a self-analysis of their English skills to find their weak points and undergo a training and development program by themselves or with their current employers.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91291489","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}
The conduct of online classes has tremendously increased in the year 2020 because of the COVID-19 pandemic. In this regard, the education sector worldwide decided to conduct classes online which brought the birth of learning management systems (LMS) that allows a one-stop shop of essential online class tools for both teachers and students. The University of Makati introduced the Technology Based Learning Hub (TBL Hub) to its academe in the second semester of the school year 2020-2021. This study aims to analyze the perceived behavior of the UMak Academic community in utilizing the said LMS. The respondents of this paper are selected via purposive-total enumeration of the university’s College of Education. The quantitative-qualitative research analyzed the perception and evaluation of its respondents through a researcher-made questionnaire adapted from Alshorman and Bawaneh (2018) and Cunningham & Bradley (n.d.) based on the Technology Acceptance Model (TAM) authored by Fred Davis (2018). The results of the study revealed that the respondents' perceived usefulness in terms of course management and faculty-student and peer interaction and their evaluation of the ease of use in terms of the hub's implementation of the process has already achieved positive faculty acceptance. However, to analyze the more specific behavior of the end-users, the researcher recommends further research on faculty members' use of the LMS in their teaching based on their age, a device used, internet access, and experience in the use of other LMSs.
{"title":"Perception of the UMak Academic Community in Utilizing the TBL Hub","authors":"April Leaño","doi":"10.58887/ijodel.v8i2.98","DOIUrl":"https://doi.org/10.58887/ijodel.v8i2.98","url":null,"abstract":"The conduct of online classes has tremendously increased in the year 2020 because of the COVID-19 pandemic. In this regard, the education sector worldwide decided to conduct classes online which brought the birth of learning management systems (LMS) that allows a one-stop shop of essential online class tools for both teachers and students. The University of Makati introduced the Technology Based Learning Hub (TBL Hub) to its academe in the second semester of the school year 2020-2021. This study aims to analyze the perceived behavior of the UMak Academic community in utilizing the said LMS. The respondents of this paper are selected via purposive-total enumeration of the university’s College of Education. The quantitative-qualitative research analyzed the perception and evaluation of its respondents through a researcher-made questionnaire adapted from Alshorman and Bawaneh (2018) and Cunningham & Bradley (n.d.) based on the Technology Acceptance Model (TAM) authored by Fred Davis (2018). The results of the study revealed that the respondents' perceived usefulness in terms of course management and faculty-student and peer interaction and their evaluation of the ease of use in terms of the hub's implementation of the process has already achieved positive faculty acceptance. However, to analyze the more specific behavior of the end-users, the researcher recommends further research on faculty members' use of the LMS in their teaching based on their age, a device used, internet access, and experience in the use of other LMSs.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86413802","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}
Dialogic scaffolding has the capacity to encourage and sustain students’ engagement in classroom argumentation. This study explored how the teachers’ levels of epistemic understanding were aligned with their intentions for dialogic scaffolding to encourage student's participation in classroom argumentation. Using varied data- gathering procedures such as surveys, classroom observation guides, and interview guides, results showed that the teachers’ varying levels of epistemic understanding are aligned with their dialogic scaffolding. Based on the criteria before the selection, each teacher was knowledgeable about the nature with significant exposure to inquiry-based teaching and learning, including classroom argumentation. Results showed that their rationale and nature of dialogic scaffolding were based on their levels of epistemic understanding. Results corroborate previous findings that explicit implementation of classroom argumentation depends on teachers’ strong intention and foundation of science content to challenge and stretch the capacities of their students in grasping the meaning of the subject matter. The study foregrounds the possibility of implementing classroom argumentation in any classroom, provided that the teachers can dialogically scaffold the class and lessen the immediate evaluative responses to students’ dialogues. The study, therefore, recommends teacher educators increase pre-service teachers’ exposure to inquiry approaches to science education, such as argumentation, as an investment for developing their dialogic scaffolding for classroom argumentation.
{"title":"Alignment of Teachers’ Epistemic Understanding and Intended Dialogic Scaffolding of Classroom argumentation: Implications on Face-to-Face, Open and Distance Learning Environments","authors":"S. Gutierez","doi":"10.58887/ijodel.v8i2.97","DOIUrl":"https://doi.org/10.58887/ijodel.v8i2.97","url":null,"abstract":"Dialogic scaffolding has the capacity to encourage and sustain students’ engagement in classroom argumentation. This study explored how the teachers’ levels of epistemic understanding were aligned with their intentions for dialogic scaffolding to encourage student's participation in classroom argumentation. Using varied data- gathering procedures such as surveys, classroom observation guides, and interview guides, results showed that the teachers’ varying levels of epistemic understanding are aligned with their dialogic scaffolding. Based on the criteria before the selection, each teacher was knowledgeable about the nature with significant exposure to inquiry-based teaching and learning, including classroom argumentation. Results showed that their rationale and nature of dialogic scaffolding were based on their levels of epistemic understanding. Results corroborate previous findings that explicit implementation of classroom argumentation depends on teachers’ strong intention and foundation of science content to challenge and stretch the capacities of their students in grasping the meaning of the subject matter. The study foregrounds the possibility of implementing classroom argumentation in any classroom, provided that the teachers can dialogically scaffold the class and lessen the immediate evaluative responses to students’ dialogues. The study, therefore, recommends teacher educators increase pre-service teachers’ exposure to inquiry approaches to science education, such as argumentation, as an investment for developing their dialogic scaffolding for classroom argumentation.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80086261","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 : 2023-04-24DOI: 10.58887/ijodel.v8i2.229
Eric Hawkinson
Digital twins are now being envisioned as digital representations of living and nonliving organisms that will allow data to be effortlessly exchanged between the physical and computer-generated creations, in addition to optimizing manufacturing processes. Because they allow for the monitoring, analysis, and optimization of physical functioning, digital twins can give constant input for enhancing quality of life and general well-being in humans. As part of the literature review, the following icons were used as case studies: ABBAtars and Queen, Carrie Fisher of Star Wars, and Dead Professor. It was concluded that the use of digital twins is growing and becoming more widely implemented and discussions on its implementation in educational contexts have begun to surface. This study looks at emerging trends in the use of digital twins and relates these trends to recent use cases of digital twins in educational contexts. The result is an understanding of both risks and potential of this technology for teaching and learning moving forward.
{"title":"Automation in Education with Digital Twins: Trends and Issues","authors":"Eric Hawkinson","doi":"10.58887/ijodel.v8i2.229","DOIUrl":"https://doi.org/10.58887/ijodel.v8i2.229","url":null,"abstract":"Digital twins are now being envisioned as digital representations of living and nonliving organisms that will allow data to be effortlessly exchanged between the physical and computer-generated creations, in addition to optimizing manufacturing processes. Because they allow for the monitoring, analysis, and optimization of physical functioning, digital twins can give constant input for enhancing quality of life and general well-being in humans. As part of the literature review, the following icons were used as case studies: ABBAtars and Queen, Carrie Fisher of Star Wars, and Dead Professor. It was concluded that the use of digital twins is growing and becoming more widely implemented and discussions on its implementation in educational contexts have begun to surface. This study looks at emerging trends in the use of digital twins and relates these trends to recent use cases of digital twins in educational contexts. The result is an understanding of both risks and potential of this technology for teaching and learning moving forward.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85764398","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}
Augmented Reality (AR) is a novel technology capable of embedding digital objects a user's experience of reality via a smartphone, tablet, or head-mounted display. AR offers interesting pedagogical applications and research possibilities in the field of SLA, particularly in the deliberate study of vocabulary. Such applications also offer implications for distance learning. This case study examined a 25-year-old Japanese language teacher in her deliberate acquisition of three sets of 15 vocabulary items selected from the first 1,000 most frequent words of Basque. A word card study method was compared with two AR vocabulary study methods. One AR study method involved the study of physical objects and their signifying Basque vocabulary items within a context-independent scene which was unknown to the participant. The second AR study method similarly involved the study of physical objects and their signifying Basque vocabulary items within a context-dependent scene which was known to the learner. In terms of vocabulary retention as measured with meaning recognition, form recognition, and form recall tests, both AR methods of study appeared to be as effective if not more so than word cards. The study of vocabulary items represented by physical objects in a contextualized environment with the use of a tablet-based AR application was beneficial in leveraging the recall of meaning and form of those items. During reflective interviews regarding the use of AR the participant indicated that she found the novel method of vocabulary study to be engaging and motivating. The findings of this study also indicate that mobile AR applications have potential pedagogical uses relevant to distance education practices.
{"title":"A Case Study in Tablet-Based Augmented Reality Vocabulary Acquisition","authors":"Adam Dabrowski","doi":"10.58887/ijodel.v8i2.96","DOIUrl":"https://doi.org/10.58887/ijodel.v8i2.96","url":null,"abstract":"Augmented Reality (AR) is a novel technology capable of embedding digital objects a user's experience of reality via a smartphone, tablet, or head-mounted display. AR offers interesting pedagogical applications and research possibilities in the field of SLA, particularly in the deliberate study of vocabulary. Such applications also offer implications for distance learning. This case study examined a 25-year-old Japanese language teacher in her deliberate acquisition of three sets of 15 vocabulary items selected from the first 1,000 most frequent words of Basque. A word card study method was compared with two AR vocabulary study methods. One AR study method involved the study of physical objects and their signifying Basque vocabulary items within a context-independent scene which was unknown to the participant. The second AR study method similarly involved the study of physical objects and their signifying Basque vocabulary items within a context-dependent scene which was known to the learner. In terms of vocabulary retention as measured with meaning recognition, form recognition, and form recall tests, both AR methods of study appeared to be as effective if not more so than word cards. The study of vocabulary items represented by physical objects in a contextualized environment with the use of a tablet-based AR application was beneficial in leveraging the recall of meaning and form of those items. During reflective interviews regarding the use of AR the participant indicated that she found the novel method of vocabulary study to be engaging and motivating. The findings of this study also indicate that mobile AR applications have potential pedagogical uses relevant to distance education practices.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90877788","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 : 2023-04-14DOI: 10.1080/02680513.2023.2195875
K. Stutchbury, Margaret Ebubedike, S. Amos, Liz Chamberlain
Education policies across sub-Saharan Africa require teachers to change from being transmitters of knowledge to facilitators of learning. This means that teacher education needs to change as well and professional development which focuses on practical teaching is urgently needed. The Teacher Education for subSaharan Africa (TESSA) MOOC Making teacher education relevant for 21 Century Africa was designed to support teacher educators in changing their practice. The MOOC modelled socio-cultural theories of learning and focused on issues identified by the TESSA network. It ran four times, over two years, and nearly 9000 participants, mainly from sub-Saharan Africa (SSA), registered. For many it was their first experience of online learning. They studied on phones, in environments where electricity and connectivity were erratic, and supported each other in local communities. We draw on survey data from the first two presentations and in-depth interviews with four MOOC graduates to understand who took part, how they studied, what they learnt and how it has impacted on their practice and professional identity. For some individuals the experience was transformational. The study highlights the potential of this form of professional development, to make a difference particularly in a policy environment which is seeking pedagogic change. ARTICLE HISTORY Received 28 June 2021 Accepted 19 February 2023
{"title":"Professional development in the digital age: supporting improvements in teacher education through MOOCs","authors":"K. Stutchbury, Margaret Ebubedike, S. Amos, Liz Chamberlain","doi":"10.1080/02680513.2023.2195875","DOIUrl":"https://doi.org/10.1080/02680513.2023.2195875","url":null,"abstract":"Education policies across sub-Saharan Africa require teachers to change from being transmitters of knowledge to facilitators of learning. This means that teacher education needs to change as well and professional development which focuses on practical teaching is urgently needed. The Teacher Education for subSaharan Africa (TESSA) MOOC Making teacher education relevant for 21 Century Africa was designed to support teacher educators in changing their practice. The MOOC modelled socio-cultural theories of learning and focused on issues identified by the TESSA network. It ran four times, over two years, and nearly 9000 participants, mainly from sub-Saharan Africa (SSA), registered. For many it was their first experience of online learning. They studied on phones, in environments where electricity and connectivity were erratic, and supported each other in local communities. We draw on survey data from the first two presentations and in-depth interviews with four MOOC graduates to understand who took part, how they studied, what they learnt and how it has impacted on their practice and professional identity. For some individuals the experience was transformational. The study highlights the potential of this form of professional development, to make a difference particularly in a policy environment which is seeking pedagogic change. ARTICLE HISTORY Received 28 June 2021 Accepted 19 February 2023","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43135609","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 : 2023-03-15DOI: 10.1080/02680513.2023.2190345
I. Disha, Brenda K. Vollman
ABSTRACT Open Educational Resources (OER) are regularly adopted, yet questions persist about efficacy. Do OER improve student performance? Research produces ambiguous results, because these are derived from small sample sizes, inadequate efficacy measures, and neglect of interactional effects. We examine the effect of OER on student grades using over 500,000 courses, including 72,000 students during four years (2017-2020), from a community college in the Northeast of the USA. Relying on logistic regression models, we test the probability of passing and passing with the highest grade. Students who participate in OER initiatives have higher odds of both. Concurrently, these odds are affected by demographic and academic factors. The odds of passing are higher in OER classes for students in good academic standing, entry level, face-to-face classes. The odds of passing with a high grade are more nuanced. Minoritized students in advanced level, in-person OER courses are more likely to earn a “B.” White students in entry level, online, non-OER courses are more likely to earn an “A.” Overall, OER help most students pass up to a “B.” However, they fall short of helping select students reach an “A.” If OER are to replace traditional textbooks, more efforts are needed for maximal productivity.
{"title":"Open educational resources and student performance trajectories: B is achievable, a illusive","authors":"I. Disha, Brenda K. Vollman","doi":"10.1080/02680513.2023.2190345","DOIUrl":"https://doi.org/10.1080/02680513.2023.2190345","url":null,"abstract":"ABSTRACT Open Educational Resources (OER) are regularly adopted, yet questions persist about efficacy. Do OER improve student performance? Research produces ambiguous results, because these are derived from small sample sizes, inadequate efficacy measures, and neglect of interactional effects. We examine the effect of OER on student grades using over 500,000 courses, including 72,000 students during four years (2017-2020), from a community college in the Northeast of the USA. Relying on logistic regression models, we test the probability of passing and passing with the highest grade. Students who participate in OER initiatives have higher odds of both. Concurrently, these odds are affected by demographic and academic factors. The odds of passing are higher in OER classes for students in good academic standing, entry level, face-to-face classes. The odds of passing with a high grade are more nuanced. Minoritized students in advanced level, in-person OER courses are more likely to earn a “B.” White students in entry level, online, non-OER courses are more likely to earn an “A.” Overall, OER help most students pass up to a “B.” However, they fall short of helping select students reach an “A.” If OER are to replace traditional textbooks, more efforts are needed for maximal productivity.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46673794","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 : 2023-03-07DOI: 10.1080/02680513.2023.2185129
Charlotte Stevens, C. Douce
Welcome to the second issue of Open Learning for 2023, which focuses on papers broadly related to the key themes of wellbeing, attainment and access. The articles presented within this issue adopt different methodologies, ranging from quantitative approaches using survey methods through to qualitative approaches, using focus groups. One notable element of the papers in this issue is the way in which the qualitative papers apply thematic analysis to gain insights into the different communities that are studied. The issue begins with two papers that explore opportunities and challenges that relate to wellbeing and distance learning. The first paper by Lister et al. (2021), investigates barriers and enablers to student mental wellbeing in relation to distance learning. The study uses a narrative enquiry interview method to explore perspectives of students and tutors at The Open University, UK. One of the particular strengths of the work lies with its use of thematic analysis, which leads to the development of a taxonomic wheel, detailing study-related, skills-related, and environmental enablers and barriers to mental wellbeing. It is interesting to note that some enablers can also be barriers, and vice versa. The taxonomic wheel is a potentially useful tool for education practitioners who wish to prioritise mental health and wellbeing. The article also offers some helpful suggestions regarding administrative processes, and the importance of design and development of online spaces. The next paper, an exploratory study by Jones et al. (2021), also focuses on wellbeing of distance learning students, specifically law students at The Open University, UK. Addressing a gap in literature, the study commences with a survey, and then progresses on to focus groups designed to gain an insight into how studying law at a distance can impact wellbeing. Descriptive analysis of data results in the identification of six key themes, including: reflections on study experience, balancing study with life and psychosocial implications. The next paper, by Gemmell and Harrison (2020), moves onto a different theme, focusing on differential attainment among transnational students on a postgraduate online distance learning programme at the University of Manchester. Using admissions data from more than 700 students between 2010 and 2015, which includes demographic information, language of instruction of first degree, educational background and work experience, the authors carry out a detailed statistical analysis. Readers of this article may also be interested in Gemmell and Harrison’s comparative study of national and transnational students, published in Open Learning in 2017, which focuses on access to online materials and technical difficulties relating to online distance learning (Gemmel and Harrison, 2017). By way of further contrast, readers are also referred to earlier research published in Open Learning by Richardson (2010), who investigated student attainment, focussin
{"title":"Perspectives on wellbeing, attainment and access","authors":"Charlotte Stevens, C. Douce","doi":"10.1080/02680513.2023.2185129","DOIUrl":"https://doi.org/10.1080/02680513.2023.2185129","url":null,"abstract":"Welcome to the second issue of Open Learning for 2023, which focuses on papers broadly related to the key themes of wellbeing, attainment and access. The articles presented within this issue adopt different methodologies, ranging from quantitative approaches using survey methods through to qualitative approaches, using focus groups. One notable element of the papers in this issue is the way in which the qualitative papers apply thematic analysis to gain insights into the different communities that are studied. The issue begins with two papers that explore opportunities and challenges that relate to wellbeing and distance learning. The first paper by Lister et al. (2021), investigates barriers and enablers to student mental wellbeing in relation to distance learning. The study uses a narrative enquiry interview method to explore perspectives of students and tutors at The Open University, UK. One of the particular strengths of the work lies with its use of thematic analysis, which leads to the development of a taxonomic wheel, detailing study-related, skills-related, and environmental enablers and barriers to mental wellbeing. It is interesting to note that some enablers can also be barriers, and vice versa. The taxonomic wheel is a potentially useful tool for education practitioners who wish to prioritise mental health and wellbeing. The article also offers some helpful suggestions regarding administrative processes, and the importance of design and development of online spaces. The next paper, an exploratory study by Jones et al. (2021), also focuses on wellbeing of distance learning students, specifically law students at The Open University, UK. Addressing a gap in literature, the study commences with a survey, and then progresses on to focus groups designed to gain an insight into how studying law at a distance can impact wellbeing. Descriptive analysis of data results in the identification of six key themes, including: reflections on study experience, balancing study with life and psychosocial implications. The next paper, by Gemmell and Harrison (2020), moves onto a different theme, focusing on differential attainment among transnational students on a postgraduate online distance learning programme at the University of Manchester. Using admissions data from more than 700 students between 2010 and 2015, which includes demographic information, language of instruction of first degree, educational background and work experience, the authors carry out a detailed statistical analysis. Readers of this article may also be interested in Gemmell and Harrison’s comparative study of national and transnational students, published in Open Learning in 2017, which focuses on access to online materials and technical difficulties relating to online distance learning (Gemmel and Harrison, 2017). By way of further contrast, readers are also referred to earlier research published in Open Learning by Richardson (2010), who investigated student attainment, focussin","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47416378","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 : 2023-03-01DOI: 10.2478/eurodl-2023-0007
Linda Amrane-Cooper, S. Hatzipanagos, A. Tait
Abstract In 2020, because of the COVID-19 pandemic the higher education sector, in the United Kingdom and internationally, transitioned to online assessment, at a speed and scale which might have been unimaginable under normal circumstances. The priority in the sector was to ensure that fundamental principles of assessment, including integrity, were supported in the implementation of changes and no student was disadvantaged in accessing digital learning opportunities, when they were assessed. The paper focuses on a project that evaluated this transition and provided the opportunity to understand emergent approaches to assessment. It explores the transition from the perspective of the experience of the stakeholders that have been affected, primarily students and staff. It identifies processes and formats of assessment that worked efficiently and examines the implications for future practice in distance learning environments and for the sector.
{"title":"Silver linings: rethinking assessment pedagogy under the pandemic","authors":"Linda Amrane-Cooper, S. Hatzipanagos, A. Tait","doi":"10.2478/eurodl-2023-0007","DOIUrl":"https://doi.org/10.2478/eurodl-2023-0007","url":null,"abstract":"Abstract In 2020, because of the COVID-19 pandemic the higher education sector, in the United Kingdom and internationally, transitioned to online assessment, at a speed and scale which might have been unimaginable under normal circumstances. The priority in the sector was to ensure that fundamental principles of assessment, including integrity, were supported in the implementation of changes and no student was disadvantaged in accessing digital learning opportunities, when they were assessed. The paper focuses on a project that evaluated this transition and provided the opportunity to understand emergent approaches to assessment. It explores the transition from the perspective of the experience of the stakeholders that have been affected, primarily students and staff. It identifies processes and formats of assessment that worked efficiently and examines the implications for future practice in distance learning environments and for the sector.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77036397","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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