Pub Date : 2023-08-05DOI: 10.1080/08923647.2023.2235950
Michelle P. Martín‐Raugh, K. Roohr, C. W. Leong, Hillary R. Molloy, Laura McCulla, Vikram Ramanarayan, Zydrune Mladineo
{"title":"Better Understanding Oral Communication Skills: The Impact of Perceived Personality Traits","authors":"Michelle P. Martín‐Raugh, K. Roohr, C. W. Leong, Hillary R. Molloy, Laura McCulla, Vikram Ramanarayan, Zydrune Mladineo","doi":"10.1080/08923647.2023.2235950","DOIUrl":"https://doi.org/10.1080/08923647.2023.2235950","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45991553","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 : 2023-08-05DOI: 10.1080/08923647.2023.2234239
Sheila Peñalva, C. Marta-Lazo
ABSTRACT Critical competence is the most demanded by researchers and the most disadvantaged when it comes to measuring it, according to the results of the project. When it comes to measuring it, according to the results of studies consulted (Livingstone, 2003; Vicent González, 2014; Fedorov et al. 2015; Ferrés, 2018 and 2020; Pereira, 2018). In the studies reviewed on critical competence, a major deficiency was noted in the case of teachers, students, and families when it came to the critical analysis of information published in the media and the use of digital resources. Both the results of scientific studies (Gutiérrez-Marín et al. 2012) and European organizations and UNESCO agree on the need to urgently implement media and critical literacy in virtual classrooms. With the aim of promoting a reflective reading of media messages, this study aims to measure teachers’ critical competence through a series of practical exercises based on the analysis of advertising images, news and hoaxes using a quantitative methodology based on a survey, provided online, to teachers in five countries: Spain, Italy, Malta, and the United Kingdom. The surveys yielded valuable data confirming the effectiveness of training teachers through distance and/or face-to-face education in addressing misinformation and media manipulation.
{"title":"Analysis of the Level of Critical Competence of Teachers Participating in the Distance and Face-To-Face Education Programme of the European Project “Media in Action”, Involving Spain, Italy, Malta, and the United Kingdom","authors":"Sheila Peñalva, C. Marta-Lazo","doi":"10.1080/08923647.2023.2234239","DOIUrl":"https://doi.org/10.1080/08923647.2023.2234239","url":null,"abstract":"ABSTRACT Critical competence is the most demanded by researchers and the most disadvantaged when it comes to measuring it, according to the results of the project. When it comes to measuring it, according to the results of studies consulted (Livingstone, 2003; Vicent González, 2014; Fedorov et al. 2015; Ferrés, 2018 and 2020; Pereira, 2018). In the studies reviewed on critical competence, a major deficiency was noted in the case of teachers, students, and families when it came to the critical analysis of information published in the media and the use of digital resources. Both the results of scientific studies (Gutiérrez-Marín et al. 2012) and European organizations and UNESCO agree on the need to urgently implement media and critical literacy in virtual classrooms. With the aim of promoting a reflective reading of media messages, this study aims to measure teachers’ critical competence through a series of practical exercises based on the analysis of advertising images, news and hoaxes using a quantitative methodology based on a survey, provided online, to teachers in five countries: Spain, Italy, Malta, and the United Kingdom. The surveys yielded valuable data confirming the effectiveness of training teachers through distance and/or face-to-face education in addressing misinformation and media manipulation.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46105670","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 : 2023-08-02DOI: 10.1080/08923647.2023.2242734
S. Conklin, Daisyane Barreto
{"title":"Student Perceptions of Quality Matters Standards on Engagement and Learning","authors":"S. Conklin, Daisyane Barreto","doi":"10.1080/08923647.2023.2242734","DOIUrl":"https://doi.org/10.1080/08923647.2023.2242734","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49134152","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 : 2023-07-10DOI: 10.1080/08923647.2023.2231809
Nathalia Mesa Rave, Michael Hoechsmann
ABSTRACT During the COVID-19 pandemic, educational institutions in Colombia implemented technology-mediated distance education models. However, inequities in access were evident. In Colombia, the digital divide is related to the geography, socioeconomic class, and ethnicity. The Ministry of National Education and the country’s educational communities joined efforts to build bridges and continue educating the population despite the difficulties. This exploratory qualitative research project was developed to reflect upon the effects of the pandemic on Colombian education, focussing upon the digital divide and the strategies implemented to reduce it. According to this study, the best way to bridge the digital divide is to mix older communication modalities and forms with new technology. During COVID-19, the main strategies used in Colombia involved the development of work guides or pamphlets; educational content on radio, television, and social media; digital educational resources accessible online; and the cell phone for direct contact. It is concluded that innovative bridges can be built to reduce the digital gap but only by embracing mediums of communication from across history.
{"title":"Digital Divide and Bridges: Navigating COVID-19 in Colombian Education","authors":"Nathalia Mesa Rave, Michael Hoechsmann","doi":"10.1080/08923647.2023.2231809","DOIUrl":"https://doi.org/10.1080/08923647.2023.2231809","url":null,"abstract":"ABSTRACT During the COVID-19 pandemic, educational institutions in Colombia implemented technology-mediated distance education models. However, inequities in access were evident. In Colombia, the digital divide is related to the geography, socioeconomic class, and ethnicity. The Ministry of National Education and the country’s educational communities joined efforts to build bridges and continue educating the population despite the difficulties. This exploratory qualitative research project was developed to reflect upon the effects of the pandemic on Colombian education, focussing upon the digital divide and the strategies implemented to reduce it. According to this study, the best way to bridge the digital divide is to mix older communication modalities and forms with new technology. During COVID-19, the main strategies used in Colombia involved the development of work guides or pamphlets; educational content on radio, television, and social media; digital educational resources accessible online; and the cell phone for direct contact. It is concluded that innovative bridges can be built to reduce the digital gap but only by embracing mediums of communication from across history.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46762666","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 : 2023-07-09DOI: 10.1080/08923647.2023.2231814
Roberto Feltrero, Saeta Hernando, Adina Ionescu
ABSTRACT Digital interactive games are more than tools for entertainment and can be used as learning and training environments. This approach is giving rise to what is known as serious games. YouVerify! European project has developed a serious game called BotBusters to help young people cultivate the know-how to identify manipulated visual news. The game has been used as a distance learning tool in three different languages, French, Spanish and English, and has been applied to a large and open audience. Contributing to the literature body in the emerging field of online visual disinformation, this article aims to provide an analysis of the players’ behavior and to assess to what extent the game has been able to attract their attention and achieve the objectives of therefore mentioned distance training tool. A quantitative methodology based on in-game post-play data will be used to study game engagement rate evolution. A detailed study of the inoculative strategies of the game determined which ones were more useful to avoid the drop-out of the tool. The findings of this analysis determine that this gamified intervention keeps high the level of users’ engagement with the educational content and facilitate the inoculation of critical thinking to verify news and to avoid visual disinformation. Those findings will provide a better understanding of how young users reflect on media literacy and which is the best methodology to use on distance learning tools to motivate them to move from a simple opinion to constant and thorough verification.
{"title":"E-Learning Strategies for Media Literacy: Engagement of Interactive Digital Serious Games for Understanding Visual Online Disinformation","authors":"Roberto Feltrero, Saeta Hernando, Adina Ionescu","doi":"10.1080/08923647.2023.2231814","DOIUrl":"https://doi.org/10.1080/08923647.2023.2231814","url":null,"abstract":"ABSTRACT Digital interactive games are more than tools for entertainment and can be used as learning and training environments. This approach is giving rise to what is known as serious games. YouVerify! European project has developed a serious game called BotBusters to help young people cultivate the know-how to identify manipulated visual news. The game has been used as a distance learning tool in three different languages, French, Spanish and English, and has been applied to a large and open audience. Contributing to the literature body in the emerging field of online visual disinformation, this article aims to provide an analysis of the players’ behavior and to assess to what extent the game has been able to attract their attention and achieve the objectives of therefore mentioned distance training tool. A quantitative methodology based on in-game post-play data will be used to study game engagement rate evolution. A detailed study of the inoculative strategies of the game determined which ones were more useful to avoid the drop-out of the tool. The findings of this analysis determine that this gamified intervention keeps high the level of users’ engagement with the educational content and facilitate the inoculation of critical thinking to verify news and to avoid visual disinformation. Those findings will provide a better understanding of how young users reflect on media literacy and which is the best methodology to use on distance learning tools to motivate them to move from a simple opinion to constant and thorough verification.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43682981","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 : 2023-07-09DOI: 10.1080/08923647.2023.2231810
Laura Melendo Rodríguez-Carmona, Jorge Gallardo-Camacho
RESUMEN Los grupos audiovisuales privados Mediaset y Atresmedia en España plasman parte de su Responsabilidad Social Corporativa (RSC) a través de campañas educativas y de concienciación en la televisión lineal que se trasladan a sus páginas webs con el fin de educar y alfabetizar digitalmente a los espectadores. Esta investigación se centra en las campañas de concienciación y educación medioambiental de las webs de ambos grupos audiovisuales y tiene en consideración los aspectos formales con los que se intenta concienciar y formar medioambientalmente a la sociedad para determinar si esos contenidos responden más a un interés informativo o educativo (e-learning). La estrategia del grupo audiovisual Mediaset en la web pasa por la campaña ”12 meses, 12 causas‘ y la de Atresmedia por ’Hazte Eco.” Realizaremos una observación del contenido difundido en ambas webs durante un periodo de un año (entre 2021 y 2022) con una muestra total de 100 entradas de las que se recabarán los siguientes datos: función principal (informativa o didáctica), utilización de infografías con fines educativos, vídeos, uso de texto y su extensión e impacto en redes sociales. También entrevistaremos a las responsables digitales de la estrategia de difusión y alfabetización digital de estas campañas en Mediaset y Atresmedia para completar los objetivos de la investigación.
{"title":"Alfabetización y Educación Medioambiental en Las Webs de Los Medios Audiovisuales en España: la Información Como Microlearning","authors":"Laura Melendo Rodríguez-Carmona, Jorge Gallardo-Camacho","doi":"10.1080/08923647.2023.2231810","DOIUrl":"https://doi.org/10.1080/08923647.2023.2231810","url":null,"abstract":"RESUMEN Los grupos audiovisuales privados Mediaset y Atresmedia en España plasman parte de su Responsabilidad Social Corporativa (RSC) a través de campañas educativas y de concienciación en la televisión lineal que se trasladan a sus páginas webs con el fin de educar y alfabetizar digitalmente a los espectadores. Esta investigación se centra en las campañas de concienciación y educación medioambiental de las webs de ambos grupos audiovisuales y tiene en consideración los aspectos formales con los que se intenta concienciar y formar medioambientalmente a la sociedad para determinar si esos contenidos responden más a un interés informativo o educativo (e-learning). La estrategia del grupo audiovisual Mediaset en la web pasa por la campaña ”12 meses, 12 causas‘ y la de Atresmedia por ’Hazte Eco.” Realizaremos una observación del contenido difundido en ambas webs durante un periodo de un año (entre 2021 y 2022) con una muestra total de 100 entradas de las que se recabarán los siguientes datos: función principal (informativa o didáctica), utilización de infografías con fines educativos, vídeos, uso de texto y su extensión e impacto en redes sociales. También entrevistaremos a las responsables digitales de la estrategia de difusión y alfabetización digital de estas campañas en Mediaset y Atresmedia para completar los objetivos de la investigación.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44617914","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 : 2023-07-09DOI: 10.1080/08923647.2023.2227033
Sarah B. Bausell, Marie Himes, Hiller A. Spires
{"title":"Teaching K-8 English Learners Literacy and Academic Content: Educator Beliefs and Discursive Engagement in an Online Teacher Professional Development Course","authors":"Sarah B. Bausell, Marie Himes, Hiller A. Spires","doi":"10.1080/08923647.2023.2227033","DOIUrl":"https://doi.org/10.1080/08923647.2023.2227033","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48079032","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 : 2023-07-09DOI: 10.1080/08923647.2023.2227029
Jeffrey T. McLeod
{"title":"Learning Gains in a Fully Online K-8 Curriculum During a Pandemic","authors":"Jeffrey T. McLeod","doi":"10.1080/08923647.2023.2227029","DOIUrl":"https://doi.org/10.1080/08923647.2023.2227029","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44824203","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 : 2023-07-05DOI: 10.1080/08923647.2023.2231807
Elizabeth A. Jach, Benjamin S. Selznick, Teniell L. Trolian
{"title":"Transforming Applied Learning Opportunities to Online Education: A Synthesis-To-Practice Approach","authors":"Elizabeth A. Jach, Benjamin S. Selznick, Teniell L. Trolian","doi":"10.1080/08923647.2023.2231807","DOIUrl":"https://doi.org/10.1080/08923647.2023.2231807","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44709056","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 : 2023-07-03DOI: 10.1080/08923647.2023.2238387
K. Shattuck
The following is part of a recent exchange of personal letters between our editor, Dr. Michael G. Moore and Dr. Otto Peters of the Fernuniversitat in Germany, on the subject of the origin of the term “distance education” and its introduction to America. An interview with Dr. Peters will appear in an upcoming issue of this journal, in which he will tell more about his many contributions to the scholarship of distance education.
{"title":"Reminiscences: The Origin of the Term “Distance Education”","authors":"K. Shattuck","doi":"10.1080/08923647.2023.2238387","DOIUrl":"https://doi.org/10.1080/08923647.2023.2238387","url":null,"abstract":"The following is part of a recent exchange of personal letters between our editor, Dr. Michael G. Moore and Dr. Otto Peters of the Fernuniversitat in Germany, on the subject of the origin of the term “distance education” and its introduction to America. An interview with Dr. Peters will appear in an upcoming issue of this journal, in which he will tell more about his many contributions to the scholarship of distance education.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48179013","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：