Pub Date : 2022-11-28DOI: 10.1080/02680513.2022.2152667
Samuelina M. Wright, Yun-Soo Park, A. Saade
Drawing upon 15 semi-structured interviews with teachers at a Catholic school in the British city of Hull, we offer new qualitative insights on the effects of students’ unequal access to digital tools when switching to distance learning in the context of COVID-19 school closures. During the 2020–2021 academic year, this school serving pupils from highly dissimilar socioeconomic backgrounds distributed 300 laptops to students who did not own any digital learning device. It emerges that students with limited access to devices suffered negative impacts on their academic performance, and that this effect also applied to students who had access to a mobile device and hence did not receive a laptop. Our interviews also suggest that having to share a device with another family member leads to more absenteeism and a fall in academic attainment. Low parental involvement is shown to have negative effects on students’ attainment, particularly for children from deprived backgrounds. Finally, poorer students are seen to become isolated from peers, with diminishing social skills throughout lockdowns due to their lack of access to digital tools. [ FROM AUTHOR]
{"title":"Insights from a Catholic school’s transition to distance learning during Covid-19","authors":"Samuelina M. Wright, Yun-Soo Park, A. Saade","doi":"10.1080/02680513.2022.2152667","DOIUrl":"https://doi.org/10.1080/02680513.2022.2152667","url":null,"abstract":"Drawing upon 15 semi-structured interviews with teachers at a Catholic school in the British city of Hull, we offer new qualitative insights on the effects of students’ unequal access to digital tools when switching to distance learning in the context of COVID-19 school closures. During the 2020–2021 academic year, this school serving pupils from highly dissimilar socioeconomic backgrounds distributed 300 laptops to students who did not own any digital learning device. It emerges that students with limited access to devices suffered negative impacts on their academic performance, and that this effect also applied to students who had access to a mobile device and hence did not receive a laptop. Our interviews also suggest that having to share a device with another family member leads to more absenteeism and a fall in academic attainment. Low parental involvement is shown to have negative effects on students’ attainment, particularly for children from deprived backgrounds. Finally, poorer students are seen to become isolated from peers, with diminishing social skills throughout lockdowns due to their lack of access to digital tools. [ FROM AUTHOR]","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45261095","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 : 2022-11-02DOI: 10.1080/02680513.2022.2141105
Meina Zhu, Curtis J. Bonk
{"title":"Guidelines and strategies for fostering and enhancing self-directed online learning","authors":"Meina Zhu, Curtis J. Bonk","doi":"10.1080/02680513.2022.2141105","DOIUrl":"https://doi.org/10.1080/02680513.2022.2141105","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45328975","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 : 2022-10-21DOI: 10.1080/02680513.2022.2135987
Mahdieh Fakhar Shahreza
{"title":"Social media in higher education: case studies, reflections and analysis","authors":"Mahdieh Fakhar Shahreza","doi":"10.1080/02680513.2022.2135987","DOIUrl":"https://doi.org/10.1080/02680513.2022.2135987","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41848658","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 : 2022-10-10DOI: 10.1080/02680513.2022.2134003
K. Young
{"title":"Debunking the grit-retention relation among historically disadvantaged students in a South African Open Distance e-Learning (ODeL) institution","authors":"K. Young","doi":"10.1080/02680513.2022.2134003","DOIUrl":"https://doi.org/10.1080/02680513.2022.2134003","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45876296","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 : 2022-10-10DOI: 10.1080/02680513.2022.2133600
Tahsin Fırat, Ahmet Bildiren
{"title":"University Processes of Students with Visual Impairments Taking Distance Education","authors":"Tahsin Fırat, Ahmet Bildiren","doi":"10.1080/02680513.2022.2133600","DOIUrl":"https://doi.org/10.1080/02680513.2022.2133600","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41639263","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 : 2022-10-02DOI: 10.1080/02680513.2022.2121156
Charlotte Stevens, C. Douce
Welcome to the final 2022 issue of Open Learning. This editorial has been, in part, written by Charlotte Stevens, who has recently joined the Open Learning editorial team. The Open Learning team offer Charlotte a very warm welcome to the journal. Charlotte is a long standing member of The Open University. In addition to her work on Open Learning, she plays an important role in the university Associate Lecturer Support and Professional Development team, which provides opportunities for Open University distance learning tutors to enhance their expertise and practice through training and development, support and resources. This issue combines three related themes or topics. The first theme relates to Open and Distance Learning (ODL) research within Iran, within which there is a sub-theme of language learning, a topic that regularly features within Open Learning. In addition to the papers in this issue that explore this second theme of language learning, readers might be interested in reading papers that are presented within Open Learning issue 36(1). The third theme of this issue relates to the subject of Open Educational Resources (OER); specifically, the subject of open courseware (OCW). This issue begins with a paper by Farhd Seraji (2022), who provides a summary of topics associated with blended learning research in Iran, published in English or Persian, between 2010–2019. Blended learning is also a theme that regularly features within Open Learning, although it is sometimes referred to using different terms, such as hybrid learning, or flipped learning. Seraji addresses the subject of terminology within this first article, alongside methodology, topic, blending level, context and technology. Seraji’s article is essentially a systematic literature review of 60 articles, encompassing research focused on higher education, secondary and primary education, and corporate training. It is well worth a read for anyone who is looking to gain an overview of this subject. The next paper is by Ismail Xodabande and Mahmood Reza Atai (2022) who explore the use of Mobile Assisted Language Learning (MALL), using a sophisticated experimental design to assess the long-term impact of language learning on a group of Iranian university students. The authors provide a rich literature review, referring to other papers from Open Learning which relate to MALL. Readers might find papers by Demouy and Kukulska-Hulme (2010), and Grigoryan (2020) of interest. The paper by Grigoryan may offer an interesting contrast. The penultimate paper is by Akbar Bahari (2022), from the University of Qom, Iran, who adopts a mixed-methods approach to study game-based collaborative language learning. Focused on a sample of 95 English as a Foreign Language (EFL) students based at a language school in Tehran, Bahari employs a self-developed practice model – ‘focus on form’ (FonF) – to assist learners to develop their listening-speaking skills. OPEN LEARNING: THE JOURNAL OF OPEN, DISTANCE AND
{"title":"Editorial: ODL research in Iran, language learning and open courseware","authors":"Charlotte Stevens, C. Douce","doi":"10.1080/02680513.2022.2121156","DOIUrl":"https://doi.org/10.1080/02680513.2022.2121156","url":null,"abstract":"Welcome to the final 2022 issue of Open Learning. This editorial has been, in part, written by Charlotte Stevens, who has recently joined the Open Learning editorial team. The Open Learning team offer Charlotte a very warm welcome to the journal. Charlotte is a long standing member of The Open University. In addition to her work on Open Learning, she plays an important role in the university Associate Lecturer Support and Professional Development team, which provides opportunities for Open University distance learning tutors to enhance their expertise and practice through training and development, support and resources. This issue combines three related themes or topics. The first theme relates to Open and Distance Learning (ODL) research within Iran, within which there is a sub-theme of language learning, a topic that regularly features within Open Learning. In addition to the papers in this issue that explore this second theme of language learning, readers might be interested in reading papers that are presented within Open Learning issue 36(1). The third theme of this issue relates to the subject of Open Educational Resources (OER); specifically, the subject of open courseware (OCW). This issue begins with a paper by Farhd Seraji (2022), who provides a summary of topics associated with blended learning research in Iran, published in English or Persian, between 2010–2019. Blended learning is also a theme that regularly features within Open Learning, although it is sometimes referred to using different terms, such as hybrid learning, or flipped learning. Seraji addresses the subject of terminology within this first article, alongside methodology, topic, blending level, context and technology. Seraji’s article is essentially a systematic literature review of 60 articles, encompassing research focused on higher education, secondary and primary education, and corporate training. It is well worth a read for anyone who is looking to gain an overview of this subject. The next paper is by Ismail Xodabande and Mahmood Reza Atai (2022) who explore the use of Mobile Assisted Language Learning (MALL), using a sophisticated experimental design to assess the long-term impact of language learning on a group of Iranian university students. The authors provide a rich literature review, referring to other papers from Open Learning which relate to MALL. Readers might find papers by Demouy and Kukulska-Hulme (2010), and Grigoryan (2020) of interest. The paper by Grigoryan may offer an interesting contrast. The penultimate paper is by Akbar Bahari (2022), from the University of Qom, Iran, who adopts a mixed-methods approach to study game-based collaborative language learning. Focused on a sample of 95 English as a Foreign Language (EFL) students based at a language school in Tehran, Bahari employs a self-developed practice model – ‘focus on form’ (FonF) – to assist learners to develop their listening-speaking skills. OPEN LEARNING: THE JOURNAL OF OPEN, DISTANCE AND","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45532207","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 : 2022-10-01DOI: 10.2478/eurodl-2022-0004
Yasemin Karal, Rabia Özdemir Sarıalioğlu
Abstract Feedback is an important element of learning, and peer feedback is now being increasingly used by more educators. Researchers acknowledge that students’ ability to read, interpret and use feedback can be developed, and more research is needed on how to achieve it. This study attempted to find out whether peer feedback helps foster student feedback literacy in an online learning environment. In this article, we attempt to showcase how students’ feedback literacy changed at the end of a 14-week process involving predominantly asynchronous peer interactions. This work was carried out as a mixed method study in a group of second-year undergraduate students from a state university. Study data were collected using two different questionnaires and one assessment rubric. The results showed that in an online learning environment, peer feedback can be a way to support the improvement of student feedback literacy.
{"title":"The development of student feedback literacy through peer feedback in the online learning environment","authors":"Yasemin Karal, Rabia Özdemir Sarıalioğlu","doi":"10.2478/eurodl-2022-0004","DOIUrl":"https://doi.org/10.2478/eurodl-2022-0004","url":null,"abstract":"Abstract Feedback is an important element of learning, and peer feedback is now being increasingly used by more educators. Researchers acknowledge that students’ ability to read, interpret and use feedback can be developed, and more research is needed on how to achieve it. This study attempted to find out whether peer feedback helps foster student feedback literacy in an online learning environment. In this article, we attempt to showcase how students’ feedback literacy changed at the end of a 14-week process involving predominantly asynchronous peer interactions. This work was carried out as a mixed method study in a group of second-year undergraduate students from a state university. Study data were collected using two different questionnaires and one assessment rubric. The results showed that in an online learning environment, peer feedback can be a way to support the improvement of student feedback literacy.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73013532","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 : 2022-10-01DOI: 10.2478/eurodl-2022-0001
Ioannis Andreadis, Martin Watts
Abstract Since the introduction of a Bring Your Own iPad scheme in the Middle Years section of a large International School, concerns have been raised from school community members regarding students’ overuse of their devices, especially during lunch breaks. Hence, the device free lunch break (DFLB) programme was introduced with the aim of reinforcing existing guidance for students about achieving and maintaining a balanced approach to their use of devices. The DFLB programme was planned based on market research strategies and included all the school community members including students, parents/guardians and staff. The findings from statistical analysis of the data showed significant similarities between staff and parents/guardians’ perceptions of student device use in terms of the student overuse of electronic devices. However, analysis showed that the opinions of parent/guardians and staff contrasted those expressed by students. The data also showed evidence that the introduction of the DFLB programme resulted in increased student recognition of the importance of making face-to-face social contacts with their classmates during their lunch break.
{"title":"A Device Free Lunch Break program: An experiment to promote a balanced used of electronic devices in Middle Secondary International schools.","authors":"Ioannis Andreadis, Martin Watts","doi":"10.2478/eurodl-2022-0001","DOIUrl":"https://doi.org/10.2478/eurodl-2022-0001","url":null,"abstract":"Abstract Since the introduction of a Bring Your Own iPad scheme in the Middle Years section of a large International School, concerns have been raised from school community members regarding students’ overuse of their devices, especially during lunch breaks. Hence, the device free lunch break (DFLB) programme was introduced with the aim of reinforcing existing guidance for students about achieving and maintaining a balanced approach to their use of devices. The DFLB programme was planned based on market research strategies and included all the school community members including students, parents/guardians and staff. The findings from statistical analysis of the data showed significant similarities between staff and parents/guardians’ perceptions of student device use in terms of the student overuse of electronic devices. However, analysis showed that the opinions of parent/guardians and staff contrasted those expressed by students. The data also showed evidence that the introduction of the DFLB programme resulted in increased student recognition of the importance of making face-to-face social contacts with their classmates during their lunch break.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75273053","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 : 2022-10-01DOI: 10.2478/eurodl-2022-0002
Monika Pröbster, Marina Velert Soto, C. Connolly, Nicola Marsden
Abstract Avatar-based virtual reality (VR) is becoming more prevalent in industry and educational settings. There is, however, limited research on the extent to which gender stereotypes are present in this environment. The university laboratory study presented in this paper was conducted in a VR environment with participants who were randomly assigned to male or female avatars and instructed to negotiate the role of a manager or member of staff. The results reveal differences in satisfaction regarding their roles and gender. Participants who embodied a female avatar were less happy when they were subordinates interacting with a male avatar, compared to participants embodying a male avatar in the staff role (interacting with a female avatar). Male avatars with staff roles were also more content with their avatar than male avatars with manager roles and also reported being more comfortable in the VR experience. Relevant for diversity management when integrating VR in education and business, the results are discussed in regard to self-similarity and social identity dynamics and provide insight into understanding the extent to which gender stereotypes may be present in avatar-based VR.
{"title":"Avatar-based virtual reality and the associated gender stereotypes in a university environment","authors":"Monika Pröbster, Marina Velert Soto, C. Connolly, Nicola Marsden","doi":"10.2478/eurodl-2022-0002","DOIUrl":"https://doi.org/10.2478/eurodl-2022-0002","url":null,"abstract":"Abstract Avatar-based virtual reality (VR) is becoming more prevalent in industry and educational settings. There is, however, limited research on the extent to which gender stereotypes are present in this environment. The university laboratory study presented in this paper was conducted in a VR environment with participants who were randomly assigned to male or female avatars and instructed to negotiate the role of a manager or member of staff. The results reveal differences in satisfaction regarding their roles and gender. Participants who embodied a female avatar were less happy when they were subordinates interacting with a male avatar, compared to participants embodying a male avatar in the staff role (interacting with a female avatar). Male avatars with staff roles were also more content with their avatar than male avatars with manager roles and also reported being more comfortable in the VR experience. Relevant for diversity management when integrating VR in education and business, the results are discussed in regard to self-similarity and social identity dynamics and provide insight into understanding the extent to which gender stereotypes may be present in avatar-based VR.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77110481","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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