Pub Date : 2023-03-01DOI: 10.2478/eurodl-2023-0012
Cem Aslan, Gülistan Yalçın
Abstract This study investigates the views of students with visual impairments on distance education during the COVID-19 pandemic. The research design of the study is qualitative research. The participants of the study include students with visual impairments. They are studying at different universities where distance education was offered in the fall semester of 2020 in Turkey. We collected the data of the study through a semi-structured interview form. In the analysis of the data collected, content analysis was carried out. According to the results, it has been determined that distance education during the COVID-19 pandemic has both advantages and disadvantages. The benefits of distance education are that the system and course contents used are accessible, the course contents can be listened to again, it is physically easy to listen to the lesson, the evaluations are made in the form of assignment, additional time is given and communication with the instructors is easily facilitated. The disadvantages stated by the students can be as follows: factors related to the distance education system, factors related to the content, aspects concerned with in-term assignments, factors related to exams, psychological and social factors, and communication-related factors.
{"title":"Views of students with visual impairment on distance education during the covid-19 pandemic","authors":"Cem Aslan, Gülistan Yalçın","doi":"10.2478/eurodl-2023-0012","DOIUrl":"https://doi.org/10.2478/eurodl-2023-0012","url":null,"abstract":"Abstract This study investigates the views of students with visual impairments on distance education during the COVID-19 pandemic. The research design of the study is qualitative research. The participants of the study include students with visual impairments. They are studying at different universities where distance education was offered in the fall semester of 2020 in Turkey. We collected the data of the study through a semi-structured interview form. In the analysis of the data collected, content analysis was carried out. According to the results, it has been determined that distance education during the COVID-19 pandemic has both advantages and disadvantages. The benefits of distance education are that the system and course contents used are accessible, the course contents can be listened to again, it is physically easy to listen to the lesson, the evaluations are made in the form of assignment, additional time is given and communication with the instructors is easily facilitated. The disadvantages stated by the students can be as follows: factors related to the distance education system, factors related to the content, aspects concerned with in-term assignments, factors related to exams, psychological and social factors, and communication-related factors.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135533673","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-2023-0006
D. Olcott, Deborah Arnold, L. Blaschke
Abstract This conceptual and descriptive study examines the critical issues, challenges and priorities for European higher education (HE) leaders, drawing upon the theory, practice and experience of leaders inside and outside the open and distance learning (ODL) field. Focussing on the emerging vantage points of the 4th Industrial Revolution (4IR), global trends and the post-pandemic HE landscape, the article discusses their impact on organisational architecture and the emerging leadership roles for driving organisational values, change and sustainability. The authors argue that to maintain institutional stability and agility, leaders must interpret the current zeitgeist to set priorities, build decision-action packages and embrace a new organisational architecture: one characterised by flexible structures, a clear vision of the desired future, a culture of trust and openness, a comprehensive and deep understanding and optimum application of employee skill and talent, and the effective implementation of digital tools and curriculum structures in pedagogically meaningful ways. Leaders must be adaptable, agile and innovative, with the capacity to understand, identify and support the forms of leadership appropriate to their strategic objectives and institutional culture. The paper concludes by targeting critical priorities and actions that leaders must navigate to create innovative and dynamic futures for their institutions.
{"title":"Leadership 2030: Renewed visions and empowered choices for European university leaders","authors":"D. Olcott, Deborah Arnold, L. Blaschke","doi":"10.2478/eurodl-2023-0006","DOIUrl":"https://doi.org/10.2478/eurodl-2023-0006","url":null,"abstract":"Abstract This conceptual and descriptive study examines the critical issues, challenges and priorities for European higher education (HE) leaders, drawing upon the theory, practice and experience of leaders inside and outside the open and distance learning (ODL) field. Focussing on the emerging vantage points of the 4th Industrial Revolution (4IR), global trends and the post-pandemic HE landscape, the article discusses their impact on organisational architecture and the emerging leadership roles for driving organisational values, change and sustainability. The authors argue that to maintain institutional stability and agility, leaders must interpret the current zeitgeist to set priorities, build decision-action packages and embrace a new organisational architecture: one characterised by flexible structures, a clear vision of the desired future, a culture of trust and openness, a comprehensive and deep understanding and optimum application of employee skill and talent, and the effective implementation of digital tools and curriculum structures in pedagogically meaningful ways. Leaders must be adaptable, agile and innovative, with the capacity to understand, identify and support the forms of leadership appropriate to their strategic objectives and institutional culture. The paper concludes by targeting critical priorities and actions that leaders must navigate to create innovative and dynamic futures for their institutions.","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":"74325936","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 : 2023-02-02DOI: 10.1080/02680513.2023.2174421
Dodzi Amemado
{"title":"Transformative teaching around the world. Stories of cultural impact, technology integration, and innovative pedagogy","authors":"Dodzi Amemado","doi":"10.1080/02680513.2023.2174421","DOIUrl":"https://doi.org/10.1080/02680513.2023.2174421","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49108981","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 : 2023-01-24DOI: 10.1080/02680513.2023.2169122
Olukemi Fadehan, O. Okiki
ABSTRACT Based on a descriptive research design, this study examined the variables of the levels of awareness, attitude and ethical concern in relation to faculty members in Nigerian universities and Open Educational Resources (OER). Against the backdrop of the five hypotheses raised and tested, findings indicated significant status-induced differences in how faculty members perceived OER and their ethical concern towards it. The analysis further showed that the benefits of OER (β = 0545) contributed more to the prediction of ethical concern. Moreover, academics’ awareness, attitude, and willingness contributed significantly to the emergence of OER initiatives. The study highlighted further academic staff benefits of OER in Nigerian universities. Consequently, it is recommended that universities and libraries need to fully embrace OER initiatives focusing on policy development, even as libraries undertake more aggressive awareness and advocacy programmes on OER among faculty members.
{"title":"Awareness, attitude and ethical concerns among faculty members in Nigerian universities on open educational resources (OERs)","authors":"Olukemi Fadehan, O. Okiki","doi":"10.1080/02680513.2023.2169122","DOIUrl":"https://doi.org/10.1080/02680513.2023.2169122","url":null,"abstract":"ABSTRACT Based on a descriptive research design, this study examined the variables of the levels of awareness, attitude and ethical concern in relation to faculty members in Nigerian universities and Open Educational Resources (OER). Against the backdrop of the five hypotheses raised and tested, findings indicated significant status-induced differences in how faculty members perceived OER and their ethical concern towards it. The analysis further showed that the benefits of OER (β = 0545) contributed more to the prediction of ethical concern. Moreover, academics’ awareness, attitude, and willingness contributed significantly to the emergence of OER initiatives. The study highlighted further academic staff benefits of OER in Nigerian universities. Consequently, it is recommended that universities and libraries need to fully embrace OER initiatives focusing on policy development, even as libraries undertake more aggressive awareness and advocacy programmes on OER among faculty members.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43029125","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 : 2023-01-01DOI: 10.1080/02680513.2022.2162870
M. Aktaruzzaman, M. Plunkett
{"title":"A sociotechnological perspective of distance education systems in Bangladesh, Australia and the UK","authors":"M. Aktaruzzaman, M. Plunkett","doi":"10.1080/02680513.2022.2162870","DOIUrl":"https://doi.org/10.1080/02680513.2022.2162870","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46472967","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 : 2022-12-20DOI: 10.1080/02680513.2022.2160236
Marlon Xavier, J. Meneses, P. Fiuza
{"title":"Dropout, stopout, and time challenges in open online higher education: A qualitative study of the first-year student experience","authors":"Marlon Xavier, J. Meneses, P. Fiuza","doi":"10.1080/02680513.2022.2160236","DOIUrl":"https://doi.org/10.1080/02680513.2022.2160236","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41906788","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 : 2022-12-14DOI: 10.1080/02680513.2022.2152318
Charlotte H. Stevens, C. Douce
Welcome to the first 2023 issue of Open Learning. This issue broadly concerns the use of Open Educational Resources (OERs) in a number of contexts. Depending on how OERs are used or structured, there are cross overs between the notions of an OER and a MOOC. The boundaries between these two related concepts can be seen to be expressed and explored through most of the papers that can be found in this issue. Readers will also recognise other familiar themes such as blended learning, and continuing professional development (CPD). This issue begins with a paper by Tierney Kinnison et al. (2023) which is a case study entitled ‘Multi-level impact of continuing professional development on Sri Lanka’s veterinary sector’. The paper assesses the impact of continuing professional development at different levels, such as individual, organisational and societal. It adopts a multimethod qualitative approach, grounded in the framework for evaluating teaching programmes developed by Kirkpatrick (1998), and comprises structured interviews and focus groups. The authors give careful consideration to the limitations of their study, which reflect the case study methodology they adopt. Researchers who are making use of case studies may wish to use this study to contribute to a wider set of perspectives when understanding similar or contrasting contexts. The next paper is by Margaret Verkuyl and her colleagues (2023) from Centennial College and Ryerson University, which are both located in Toronto, Canada. It is interesting to compare this paper with Kinnison et al.’s paper, particularly in terms of methodology; they both adopt a case study approach, as well as focus groups, and apply thematic analysis. The focus of Verkuyl et al.’s paper concerns healthcare students, specifically their experiences of using an interactive Open Educational Resource, an instructive medical e-textbook focused on ‘vital signs’, which was developed by a team of nursing educators and a nursing student. The authors identify a range of interesting themes, including learning styles, design and accessibility. This latter theme of accessibility can be interpreted in several different ways. In the context of this study, it translates as pace and portability. Verkuyl et al.’s paper is followed by a contrasting article by Irina Rets, and her colleagues (2023) from The Open University, UK (OU). Whilst the first two papers present qualitative case studies, this article considers a different notion of accessibility to Verkuyl et al., and presents some interesting empirical research that is concerned with the readability of Open Educational Resources. The authors examine 200 OER courses from two different sources, The Open University’s OpenLearn platform, and that of the non-profit organisation, The Saylor Academy. In order to test readability, a substantial portion of a resource is uploaded into a textual analysis tool, where the results are collated and then OPEN LEARNING: THE JOURNAL OF OPEN, DISTANCE
{"title":"Editorial: perspectives on open educational resources","authors":"Charlotte H. Stevens, C. Douce","doi":"10.1080/02680513.2022.2152318","DOIUrl":"https://doi.org/10.1080/02680513.2022.2152318","url":null,"abstract":"Welcome to the first 2023 issue of Open Learning. This issue broadly concerns the use of Open Educational Resources (OERs) in a number of contexts. Depending on how OERs are used or structured, there are cross overs between the notions of an OER and a MOOC. The boundaries between these two related concepts can be seen to be expressed and explored through most of the papers that can be found in this issue. Readers will also recognise other familiar themes such as blended learning, and continuing professional development (CPD). This issue begins with a paper by Tierney Kinnison et al. (2023) which is a case study entitled ‘Multi-level impact of continuing professional development on Sri Lanka’s veterinary sector’. The paper assesses the impact of continuing professional development at different levels, such as individual, organisational and societal. It adopts a multimethod qualitative approach, grounded in the framework for evaluating teaching programmes developed by Kirkpatrick (1998), and comprises structured interviews and focus groups. The authors give careful consideration to the limitations of their study, which reflect the case study methodology they adopt. Researchers who are making use of case studies may wish to use this study to contribute to a wider set of perspectives when understanding similar or contrasting contexts. The next paper is by Margaret Verkuyl and her colleagues (2023) from Centennial College and Ryerson University, which are both located in Toronto, Canada. It is interesting to compare this paper with Kinnison et al.’s paper, particularly in terms of methodology; they both adopt a case study approach, as well as focus groups, and apply thematic analysis. The focus of Verkuyl et al.’s paper concerns healthcare students, specifically their experiences of using an interactive Open Educational Resource, an instructive medical e-textbook focused on ‘vital signs’, which was developed by a team of nursing educators and a nursing student. The authors identify a range of interesting themes, including learning styles, design and accessibility. This latter theme of accessibility can be interpreted in several different ways. In the context of this study, it translates as pace and portability. Verkuyl et al.’s paper is followed by a contrasting article by Irina Rets, and her colleagues (2023) from The Open University, UK (OU). Whilst the first two papers present qualitative case studies, this article considers a different notion of accessibility to Verkuyl et al., and presents some interesting empirical research that is concerned with the readability of Open Educational Resources. The authors examine 200 OER courses from two different sources, The Open University’s OpenLearn platform, and that of the non-profit organisation, The Saylor Academy. In order to test readability, a substantial portion of a resource is uploaded into a textual analysis tool, where the results are collated and then OPEN LEARNING: THE JOURNAL OF OPEN, DISTANCE","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41920042","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 : 2022-12-12DOI: 10.1080/02680513.2022.2157709
Francisco Javier Palacios-Hidalgo, Cristina A. Huertas-Abril
{"title":"Developing digital literacy in initial EFL teacher education: A study in a Spanish distance university","authors":"Francisco Javier Palacios-Hidalgo, Cristina A. Huertas-Abril","doi":"10.1080/02680513.2022.2157709","DOIUrl":"https://doi.org/10.1080/02680513.2022.2157709","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49493659","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 : 2022-12-01DOI: 10.21608/jdlol.2023.300806
L. Desianti
SITOREM or Scientific Identification Theory for Conducting Operations Research on Education Management is a practical optimization technique used for making decisions on action plans in the field of education management considering that management resources are limited. This study aims to determine and organize ways into an action plan so that it becomes an optimal solution to increase teacher creativity. The SITOREM method is carried out by analyzing indicators that build creativity variables and the variables that influence them: information and communication technology (ICT) literacy, work involvement, personal knowledge management, and work motivation. The results of the study found 9 indicators that must be improved to increase teacher creativity. The optimal solution
SITOREM (science Identification Theory for doing Operations Research on Education Management)是教育管理领域考虑到管理资源有限的情况下，用于制定行动计划的实用优化技术。本研究旨在确定并组织行动计划的方法，使之成为提高教师创造力的最佳方案。SITOREM方法是通过分析建立创造力变量和影响这些变量的指标来实施的:信息和通信技术(ICT)素养、工作投入、个人知识管理和工作动机。研究结果发现，要提高教师的创造力，必须改进9个指标。最优解
{"title":"Decision-Making Planning to Increase Teacher Creativity by SITOREM Techniques Analysis","authors":"L. Desianti","doi":"10.21608/jdlol.2023.300806","DOIUrl":"https://doi.org/10.21608/jdlol.2023.300806","url":null,"abstract":"SITOREM or Scientific Identification Theory for Conducting Operations Research on Education Management is a practical optimization technique used for making decisions on action plans in the field of education management considering that management resources are limited. This study aims to determine and organize ways into an action plan so that it becomes an optimal solution to increase teacher creativity. The SITOREM method is carried out by analyzing indicators that build creativity variables and the variables that influence them: information and communication technology (ICT) literacy, work involvement, personal knowledge management, and work motivation. The results of the study found 9 indicators that must be improved to increase teacher creativity. The optimal solution","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89532585","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 : 2022-11-29DOI: 10.1080/02680513.2022.2149321
P. Ngulube, S. Ukwoma
{"title":"Mixed methods research in open distance learning: a content analysis of the literature","authors":"P. Ngulube, S. Ukwoma","doi":"10.1080/02680513.2022.2149321","DOIUrl":"https://doi.org/10.1080/02680513.2022.2149321","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42330899","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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