Pub Date : 2024-01-14DOI: 10.1080/08923647.2024.2303355
Zulyar Kavashev
In higher education, heutagogical design principles may be utilized to foster active teaching and learning to engage learners in an online learning environment. This research study aims to investig...
{"title":"Heutagogical Design Principles for Online Learning: A Scoping Review","authors":"Zulyar Kavashev","doi":"10.1080/08923647.2024.2303355","DOIUrl":"https://doi.org/10.1080/08923647.2024.2303355","url":null,"abstract":"In higher education, heutagogical design principles may be utilized to foster active teaching and learning to engage learners in an online learning environment. This research study aims to investig...","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139471155","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 : 2024-01-11DOI: 10.1080/08923647.2024.2303326
Stella Y. Kim, Othelia EunKyung Lee
{"title":"Examining Varying Online Learning Experiences of College Students with Disabilities by Disability Type","authors":"Stella Y. Kim, Othelia EunKyung Lee","doi":"10.1080/08923647.2024.2303326","DOIUrl":"https://doi.org/10.1080/08923647.2024.2303326","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438752","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 : 2024-01-10DOI: 10.1080/08923647.2024.2303325
Allan M. Canonigo
{"title":"Teacher Positioning, Student Engagement, and Mathematics Identity Development in Online Mathematics Classrooms","authors":"Allan M. Canonigo","doi":"10.1080/08923647.2024.2303325","DOIUrl":"https://doi.org/10.1080/08923647.2024.2303325","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139440190","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 : 2024-01-10DOI: 10.1080/08923647.2024.2303339
Serap Kaynak, Sibel Ergün
{"title":"The Effect of Video-Based Laboratory Application on Self-Efficacy and Self-Learning in Nursing Students: A Comparative Study","authors":"Serap Kaynak, Sibel Ergün","doi":"10.1080/08923647.2024.2303339","DOIUrl":"https://doi.org/10.1080/08923647.2024.2303339","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139439843","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 : 2023-12-26DOI: 10.1080/08923647.2023.2294668
Olaf Zawacki-Richter
Professor Otto Peters (*06 May 1926 in Berlin, Germany) is one of the leading pioneers and scholars of distance education and founding rector of the FernUniversität in Hagen, Germany. Professor Ola...
{"title":"Speaking Personally – with Otto Peters","authors":"Olaf Zawacki-Richter","doi":"10.1080/08923647.2023.2294668","DOIUrl":"https://doi.org/10.1080/08923647.2023.2294668","url":null,"abstract":"Professor Otto Peters (*06 May 1926 in Berlin, Germany) is one of the leading pioneers and scholars of distance education and founding rector of the FernUniversität in Hagen, Germany. Professor Ola...","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139068161","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 : 2023-12-20DOI: 10.1080/08923647.2023.2294667
Letha Williams, Cande Tschetter
When doctoral students begin the dissertation process, they may not be able to fully articulate their expectations of their dissertation chairs. However, as the dissertation progresses, the student...
博士生在开始论文过程时，可能无法完全表达他们对论文指导教师的期望。然而，随着论文的进展，学生...
{"title":"“I Shouldn’t Have to Hunt You Down”: Online Dissertation Students’ Expectations of Their Chairs","authors":"Letha Williams, Cande Tschetter","doi":"10.1080/08923647.2023.2294667","DOIUrl":"https://doi.org/10.1080/08923647.2023.2294667","url":null,"abstract":"When doctoral students begin the dissertation process, they may not be able to fully articulate their expectations of their dissertation chairs. However, as the dissertation progresses, the student...","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138824104","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 : 2023-11-29DOI: 10.1080/08923647.2023.2271276
William C. Diehl
Published in American Journal of Distance Education (Vol. 37, No. 4, 2023)
发表于《美国远程教育杂志》(第37卷第4期，2023年)
{"title":"Special Issue Spotlight: Advancing e-learning and critical media literacy in the digital age – A Year in Review of The American Journal of Distance Education","authors":"William C. Diehl","doi":"10.1080/08923647.2023.2271276","DOIUrl":"https://doi.org/10.1080/08923647.2023.2271276","url":null,"abstract":"Published in American Journal of Distance Education (Vol. 37, No. 4, 2023)","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138507699","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 : 2023-11-29DOI: 10.1080/08923647.2023.2194200
Michael Hoechsmann, Nolan Higdon, Sara Osuna Acedo
Published in American Journal of Distance Education (Vol. 37, No. 4, 2023)
发表于《美国远程教育杂志》(第37卷第4期，2023年)
{"title":"Critical Convergences: Special issue on e-learning and critical media literacy","authors":"Michael Hoechsmann, Nolan Higdon, Sara Osuna Acedo","doi":"10.1080/08923647.2023.2194200","DOIUrl":"https://doi.org/10.1080/08923647.2023.2194200","url":null,"abstract":"Published in American Journal of Distance Education (Vol. 37, No. 4, 2023)","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138507698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-22DOI: 10.1080/08923647.2023.2267932
Lexi Elara, Kathryn S. McCarthy
ABSTRACTVirtual experiments offer opportunities for students to engage in the scientific process and observe scientific phenomena. However, virtual experiments are not always effective for learning. The current study examined how two small manipulations might support better learning from virtual experiments and the extent to which this varied across learners. Undergraduates in an introductory biology class (n = 415) were randomly assigned to a 2(agency: active, passive) × 2(strategy instruction: control condition, control of variables [CVS] strategy instruction) between-subjects design and completed two prior knowledge tests (topic, general science). Comprehension tests results indicated that the students had relatively good comprehension of the experiment content, but that performance was driven by prior knowledge. Although there were no significant effects of the agency or strategy instruction manipulations, exploratory interactions suggest a need to further investigate which types of virtual experiment supports might be most beneficial for different learners.KEYWORDS: Science simulationsvirtual science experimentsprior knowledgelearner guidancecomprehension Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Per IRB requirements, students were allowed to complete the study for extra credit without consenting to have their data used in this research study. Students who selected “no” on the informed consent form were given credit and their data was removed from the data files.Additional informationFundingThis research was supported in part by funding from the Spencer Foundation (201900217) and the American Psychological Association (APA) Division 15. The research reported herein was also supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B200020 to Florida State University. The opinions expressed are those of the authors and do not represent views of the Spencer Foundation, APA, or the Institute of Education Sciences or the U.S. Department of Education.
{"title":"Exploring Supports to Enhance Learning from Online Virtual Experiments in Science","authors":"Lexi Elara, Kathryn S. McCarthy","doi":"10.1080/08923647.2023.2267932","DOIUrl":"https://doi.org/10.1080/08923647.2023.2267932","url":null,"abstract":"ABSTRACTVirtual experiments offer opportunities for students to engage in the scientific process and observe scientific phenomena. However, virtual experiments are not always effective for learning. The current study examined how two small manipulations might support better learning from virtual experiments and the extent to which this varied across learners. Undergraduates in an introductory biology class (n = 415) were randomly assigned to a 2(agency: active, passive) × 2(strategy instruction: control condition, control of variables [CVS] strategy instruction) between-subjects design and completed two prior knowledge tests (topic, general science). Comprehension tests results indicated that the students had relatively good comprehension of the experiment content, but that performance was driven by prior knowledge. Although there were no significant effects of the agency or strategy instruction manipulations, exploratory interactions suggest a need to further investigate which types of virtual experiment supports might be most beneficial for different learners.KEYWORDS: Science simulationsvirtual science experimentsprior knowledgelearner guidancecomprehension Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Per IRB requirements, students were allowed to complete the study for extra credit without consenting to have their data used in this research study. Students who selected “no” on the informed consent form were given credit and their data was removed from the data files.Additional informationFundingThis research was supported in part by funding from the Spencer Foundation (201900217) and the American Psychological Association (APA) Division 15. The research reported herein was also supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B200020 to Florida State University. The opinions expressed are those of the authors and do not represent views of the Spencer Foundation, APA, or the Institute of Education Sciences or the U.S. Department of Education.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-26DOI: 10.1080/08923647.2023.2241715
Javier Gil-Quintana, Sara Osuna Acedo, César H. Limaymanta, Efrén Romero-Riaño
ABSTRACT La novedad de este estudio bibliométrico es su aplicación como método de investigación al concepto de Innovación Educativa y su relación con la educomunicación, realizando un análisis en 1901 documentos de Scopus, diferenciando dos periodos, desde 2000 a 2010 y desde 2011 a 2018. Se mapeo la estructura intelectual del campo de investigación de innovación educativa mediante los análisis de cocitación y coocurrencia. La evolución de tópicos ejecutada mediante mapas de superposición revela la coocurrencia entre los tópicos de: educación, enseñanza o estudiantes e innovación educativa en conjunto con aspectos de la educación a distancia como son los MOOC, el pensamiento crítico, el aprendizaje digital o el desarrollo sostenible, los cuales no se acercan a conceptos más específicos relacionados con las estrategias de educación mediática. Por otro lado, se evidencia la emergencia de paradigmas centrados en ingeniería educativa,e-learning, ecosistemas de aprendizaje y ecología. Destaca el impacto de conceptos como enseñanza, estudiantes, instrucción asistida por ordenador, aprendizaje, gamificación y desarrollo sostenible; y se observa el interés por competencias STEM, aprendizaje digital, modelos educacionales, pensamiento crítico, las habilidades, aprendizaje activo y MOOC, aspectos relacionados con la educomunicación. Los autores referentes de este campo son: Debe, Cuban, Henderson, Cabero, Ibáñez, Manes y Fullan, autores no relacionados con los ámbitos de la educomunicación. El análisis realizado constata la importancia del tema en las dos primeras décadas del siglo XXI y presenta las publicaciones de autores como Tondeur, Valcke, y Van Braak como las más influyentes en el campo de la innovación educativa.
{"title":"Análisis Bibliométrico de Artículos Sobre Innovación Educativa en Educación a Distancia: Un Reto Para la Pedagogía Crítica y la Educación Mediática","authors":"Javier Gil-Quintana, Sara Osuna Acedo, César H. Limaymanta, Efrén Romero-Riaño","doi":"10.1080/08923647.2023.2241715","DOIUrl":"https://doi.org/10.1080/08923647.2023.2241715","url":null,"abstract":"ABSTRACT La novedad de este estudio bibliométrico es su aplicación como método de investigación al concepto de Innovación Educativa y su relación con la educomunicación, realizando un análisis en 1901 documentos de Scopus, diferenciando dos periodos, desde 2000 a 2010 y desde 2011 a 2018. Se mapeo la estructura intelectual del campo de investigación de innovación educativa mediante los análisis de cocitación y coocurrencia. La evolución de tópicos ejecutada mediante mapas de superposición revela la coocurrencia entre los tópicos de: educación, enseñanza o estudiantes e innovación educativa en conjunto con aspectos de la educación a distancia como son los MOOC, el pensamiento crítico, el aprendizaje digital o el desarrollo sostenible, los cuales no se acercan a conceptos más específicos relacionados con las estrategias de educación mediática. Por otro lado, se evidencia la emergencia de paradigmas centrados en ingeniería educativa,e-learning, ecosistemas de aprendizaje y ecología. Destaca el impacto de conceptos como enseñanza, estudiantes, instrucción asistida por ordenador, aprendizaje, gamificación y desarrollo sostenible; y se observa el interés por competencias STEM, aprendizaje digital, modelos educacionales, pensamiento crítico, las habilidades, aprendizaje activo y MOOC, aspectos relacionados con la educomunicación. Los autores referentes de este campo son: Debe, Cuban, Henderson, Cabero, Ibáñez, Manes y Fullan, autores no relacionados con los ámbitos de la educomunicación. El análisis realizado constata la importancia del tema en las dos primeras décadas del siglo XXI y presenta las publicaciones de autores como Tondeur, Valcke, y Van Braak como las más influyentes en el campo de la innovación educativa.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41694540","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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