Pub Date : 2021-12-26DOI: 10.1080/02680513.2021.2017271
Piera Biccard, Phumza Makgato-Khunou
{"title":"Learning ODeL through active participation: a collaborative autoethnographic case study by engaging in an online learning course","authors":"Piera Biccard, Phumza Makgato-Khunou","doi":"10.1080/02680513.2021.2017271","DOIUrl":"https://doi.org/10.1080/02680513.2021.2017271","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48093149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.1080/02680513.2021.2011186
Julia S. Fuller, Laurie Brantley-Dias, Anissa Lokey-Vega, Lee Woodham Langub
{"title":"Learner perceptions: gauging the effectiveness of instructional strategies implemented in one university’s inaugural MOOC","authors":"Julia S. Fuller, Laurie Brantley-Dias, Anissa Lokey-Vega, Lee Woodham Langub","doi":"10.1080/02680513.2021.2011186","DOIUrl":"https://doi.org/10.1080/02680513.2021.2011186","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42797028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.21608/jdlol.2021.225608
Houssam Khelalfa, Khaoula Khelalfa
Scientific research took a gradual development from the inception of intellectual and philosophical schools in the past until the establishment of modern official institutions such as universities, institutes and research centers. What made obtaining a degree and a degree a crucial factor in the lives of individuals in light of the modern economic, social and technological pattern. In return, universities continue to continuously and vigorously create and develop standards in order to maintain the quality of higher education and scientific research, as publishing in refereed scientific journals
{"title":"PhD by Prior Publication as an Additional Proposed Approach to Promote Scientific Research in Algeria","authors":"Houssam Khelalfa, Khaoula Khelalfa","doi":"10.21608/jdlol.2021.225608","DOIUrl":"https://doi.org/10.21608/jdlol.2021.225608","url":null,"abstract":"Scientific research took a gradual development from the inception of intellectual and philosophical schools in the past until the establishment of modern official institutions such as universities, institutes and research centers. What made obtaining a degree and a degree a crucial factor in the lives of individuals in light of the modern economic, social and technological pattern. In return, universities continue to continuously and vigorously create and develop standards in order to maintain the quality of higher education and scientific research, as publishing in refereed scientific journals","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77388219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.21608/jdlol.2021.259091
Mohamed Abdel Azim
This study Aimes to know the reality of social media’s role in the cognitive development of Imams and Preachers in Beni Suef government. The field approach, using a questionnaire to collect data (was used). The study, Among its results, proved that (61.5%) of Imams and Preachers do not rely on the information authentecation received through social media, and that (22%) rely on the reputation of the source to verify the accuracy of the information. Also, the most used social media by Imams and Preachers are Facebook and WhatsApp with an average of (3.6-3.5) within the "high" category according to Likert Scale, while YouTube came in third with an average of (2.9). The study has shown The high estimations of Imams and Preachers of the role of social media in spreading moderate thought: estimates of eleven out of twelve statements came within the "high" category, with averages ranging between (2.7 2.3). Estimates of the pros of social media increased, as the estimates of eight out of eleven items came within the "high" category, with averages ranging from (3-2.4). The overall average for all the items was (2.54), which is a very high score according to the Triple Likert Scale. However, there is a strong fear
{"title":"The Role of social media in the Cognitive Development of Imams and Preachers in Beni Suef","authors":"Mohamed Abdel Azim","doi":"10.21608/jdlol.2021.259091","DOIUrl":"https://doi.org/10.21608/jdlol.2021.259091","url":null,"abstract":"This study Aimes to know the reality of social media’s role in the cognitive development of Imams and Preachers in Beni Suef government. The field approach, using a questionnaire to collect data (was used). The study, Among its results, proved that (61.5%) of Imams and Preachers do not rely on the information authentecation received through social media, and that (22%) rely on the reputation of the source to verify the accuracy of the information. Also, the most used social media by Imams and Preachers are Facebook and WhatsApp with an average of (3.6-3.5) within the \"high\" category according to Likert Scale, while YouTube came in third with an average of (2.9). The study has shown The high estimations of Imams and Preachers of the role of social media in spreading moderate thought: estimates of eleven out of twelve statements came within the \"high\" category, with averages ranging between (2.7 2.3). Estimates of the pros of social media increased, as the estimates of eight out of eleven items came within the \"high\" category, with averages ranging from (3-2.4). The overall average for all the items was (2.54), which is a very high score according to the Triple Likert Scale. However, there is a strong fear","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83727731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-08DOI: 10.1080/02680513.2021.1999801
K. Smith, Donna Smith
This article explores student engagement with tuition at The Open University (a distance learning Higher Education institution in the UK), specifically students with declared mental health disabilities, comparing their access rates with (disabled) students overall, studying in the Faculty of Arts and Social Sciences, 2018–2019 .y. The results show that students with disabilities generally engaged with all modes of tuition in similar proportions to which they were registered on the modules. However, students with mental health disabilities engaged with tuition at lower levels than registered on the modules, and the amount reduced as they progressed beyond the first level of study. Regardingthe availability of different types of tuition, rather than widening access to more students , for students with a declared mental health disability it was often the same students accessing the different modes of tuition. We conclude that for students with mental health disabilities, more tuition event modesdid not widen access to more students, although it did give more options to those who did access the tuition. These findings contribute to improving the currently limited understand- ing of how to effectively support students with mental health disabilities in tuition.
{"title":"Tuition attendance and students with mental health disability: does widening tuition options increase access?","authors":"K. Smith, Donna Smith","doi":"10.1080/02680513.2021.1999801","DOIUrl":"https://doi.org/10.1080/02680513.2021.1999801","url":null,"abstract":"This article explores student engagement with tuition at The Open University (a distance learning Higher Education institution in the UK), specifically students with declared mental health disabilities, comparing their access rates with (disabled) students overall, studying in the Faculty of Arts and Social Sciences, 2018–2019 .y. The results show that students with disabilities generally engaged with all modes of tuition in similar proportions to which they were registered on the modules. However, students with mental health disabilities engaged with tuition at lower levels than registered on the modules, and the amount reduced as they progressed beyond the first level of study. Regardingthe availability of different types of tuition, rather than widening access to more students , for students with a declared mental health disability it was often the same students accessing the different modes of tuition. We conclude that for students with mental health disabilities, more tuition event modesdid not widen access to more students, although it did give more options to those who did access the tuition. These findings contribute to improving the currently limited understand- ing of how to effectively support students with mental health disabilities in tuition.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42130197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-19DOI: 10.1080/02680513.2021.1981279
Gonul Ozsari, C. Aydın
{"title":"Interaction preferences of distance learners in Turkey","authors":"Gonul Ozsari, C. Aydın","doi":"10.1080/02680513.2021.1981279","DOIUrl":"https://doi.org/10.1080/02680513.2021.1981279","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2021-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49193318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/02680513.2021.1985445
Denise Whitelock, C. Herodotou, Simon Cross, E. Scanlon
There have been massive disruptions in response to the COVID-19 pandemic in the world of teaching and learning with an unprecedented need for innovation and agility. Among the pressing concerns at the forefront of this pandemic are the best models and practices for e-learning at speed and within budget for areas of the sector moving to blended learning. A diverse range of responses has been observed from rapid curriculum redevelopment to upskilling teachers in designing and offering e-learning. Amongst the many challenges, teachers find themselves using teaching methods they have never used before, from synchronous lectures to sharing material and lecture recording, there is a lack of access to online tools and technology, a concern about a diminished quality of learning due to the sudden shift to e-learning, and a threat to students’ well-being, achievement, and future prospects. Yet, the unexpected shift to e-learning became a unique opportunity for rethinking education and promoting innovation, through for example, the design of flexible teaching and learning programmes, a skill-focused curriculum in which problem solving, critical thinking and reflection are prominent, and the use of effective and evidence-based pedagogical approaches. The following papers were selected for this special issue and address concerns associated with blended learning, which also includes the use of Hyflex, together with students declaring that they were not convinced that their courses were suitable for online delivery. Reflecting on these papers, together with a suite of other challenges faced by the higher education community, presents an opportunity to consider the new skill sets that will be required and which theoretical frameworks will drive the forthcoming research agenda. The first article in this issue is a case study by Pierpaolo Vittorini and Alessandra Galassi entitled ‘From blended to online due to the COVID outbreak: the case study of a data science course’. This study compared the findings from cohorts of students from ‘the Nursing Sciences’ and the Prevention Sciences studying a data science course in a fully online course due to the COVID-19 pandemic with a previous presentation with identical groups of students where a blended pedagogical approach had been adopted. The most surprising finding from the feedback of students following the online course was that the ‘didactic quality’ had improved compared to those who studied with the blended learning presentation of the course. One reason suggested for this difference was the availability of on-demand video recorded lectures. These can be viewed repeatedly and especially during revision periods. However, difficulties were experienced when monitoring students with the chosen online proctoring system and some students reported problems with an increased workload. OPEN LEARNING: THE JOURNAL OF OPEN, DISTANCE AND E-LEARNING 2021, VOL. 36, NO. 3, 201–211 https://doi.org/10.1080/02680513.2021.1985445
{"title":"Open voices on COVID-19: covid challenges and opportunities driving the research agenda","authors":"Denise Whitelock, C. Herodotou, Simon Cross, E. Scanlon","doi":"10.1080/02680513.2021.1985445","DOIUrl":"https://doi.org/10.1080/02680513.2021.1985445","url":null,"abstract":"There have been massive disruptions in response to the COVID-19 pandemic in the world of teaching and learning with an unprecedented need for innovation and agility. Among the pressing concerns at the forefront of this pandemic are the best models and practices for e-learning at speed and within budget for areas of the sector moving to blended learning. A diverse range of responses has been observed from rapid curriculum redevelopment to upskilling teachers in designing and offering e-learning. Amongst the many challenges, teachers find themselves using teaching methods they have never used before, from synchronous lectures to sharing material and lecture recording, there is a lack of access to online tools and technology, a concern about a diminished quality of learning due to the sudden shift to e-learning, and a threat to students’ well-being, achievement, and future prospects. Yet, the unexpected shift to e-learning became a unique opportunity for rethinking education and promoting innovation, through for example, the design of flexible teaching and learning programmes, a skill-focused curriculum in which problem solving, critical thinking and reflection are prominent, and the use of effective and evidence-based pedagogical approaches. The following papers were selected for this special issue and address concerns associated with blended learning, which also includes the use of Hyflex, together with students declaring that they were not convinced that their courses were suitable for online delivery. Reflecting on these papers, together with a suite of other challenges faced by the higher education community, presents an opportunity to consider the new skill sets that will be required and which theoretical frameworks will drive the forthcoming research agenda. The first article in this issue is a case study by Pierpaolo Vittorini and Alessandra Galassi entitled ‘From blended to online due to the COVID outbreak: the case study of a data science course’. This study compared the findings from cohorts of students from ‘the Nursing Sciences’ and the Prevention Sciences studying a data science course in a fully online course due to the COVID-19 pandemic with a previous presentation with identical groups of students where a blended pedagogical approach had been adopted. The most surprising finding from the feedback of students following the online course was that the ‘didactic quality’ had improved compared to those who studied with the blended learning presentation of the course. One reason suggested for this difference was the availability of on-demand video recorded lectures. These can be viewed repeatedly and especially during revision periods. However, difficulties were experienced when monitoring students with the chosen online proctoring system and some students reported problems with an increased workload. OPEN LEARNING: THE JOURNAL OF OPEN, DISTANCE AND E-LEARNING 2021, VOL. 36, NO. 3, 201–211 https://doi.org/10.1080/02680513.2021.1985445","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41316083","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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