The International Review of Research in Open and Distributed Learning最新文献_第10页

Report Review – ICDE OERAC: Open Science, Open Educational Resources, and Open Innovation 报告回顾- ICDE OERAC:开放科学，开放教育资源和开放创新

The International Review of Research in Open and Distributed Learning Pub Date : 2022-09-01 DOI: 10.19173/irrodl.v23i3.6639

M. Ashman

引用次数: 0

Bridging the Gap: Micro-credentials for Development 弥合差距:促进发展的微观证书

The International Review of Research in Open and Distributed Learning Pub Date : 2022-09-01 DOI: 10.19173/irrodl.v23i3.6696

R. McGreal, Wayne G. Mackintosh, Glenda Cox, Don Olcott Jr

{"title":"Bridging the Gap: Micro-credentials for Development","authors":"R. McGreal, Wayne G. Mackintosh, Glenda Cox, Don Olcott Jr","doi":"10.19173/irrodl.v23i3.6696","DOIUrl":"https://doi.org/10.19173/irrodl.v23i3.6696","url":null,"abstract":"This paper describes current trends and issues in implementing micro-credentials. The Covid19 epidemic, combined with the increasing cost of higher education; employer concerns about graduate skills and competencies; increasing inequities in access; and student frustrations about lack of job opportunities have all been a catalyst for universities, colleges, independent credentialing agencies, and leaders of national qualification frameworks to rethink the broader credentials continuum in terms of open education and micro-credentials. Students desire more options at lower costs to combine their education and training for jobs. Employers want entry-level employees with better skills and capacity to learn. As a result, major colleges and universities are now actively engaged in granting and/or recognising micro-credentials. Standardising qualifications based on time competencies is an essential requirement for credit transfer among institutions. Micro-credentials are important in ensuring the acceptance and stackability of credentials from different institutions, while providing employers with a secure and unalterable permanent digital record of applicants' abilities to perform skills of high value in the workplace. The OERu (Open Educational Resources universitas) provides an example of how one international consortium is supporting SDG4: Education for All by implementing micro-credentials allowing for maximum transferability among institutions in different countries. The lesson for strategic leaders is simplicity. Micro-credentials should be well Integrated into current institutional programs, rendered easy-to-use with clear validation metrics, providing a value-added benefit for all stakeholders. A list of recommendations to institutions, governments, UNESCO and Non-Governmental Organizations (NGOs) is provided.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83491206","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}

引用次数: 10

Evaluation of Higher-Order Skills Development in an Asynchronous Online Poster Session for Final Year Science Undergraduates 最后一年理科本科生异步在线海报课程中高阶技能发展的评估

The International Review of Research in Open and Distributed Learning Pub Date : 2022-09-01 DOI: 10.19173/irrodl.v23i3.6238

Jennifer Duckworth, C. Halliwell

{"title":"Evaluation of Higher-Order Skills Development in an Asynchronous Online Poster Session for Final Year Science Undergraduates","authors":"Jennifer Duckworth, C. Halliwell","doi":"10.19173/irrodl.v23i3.6238","DOIUrl":"https://doi.org/10.19173/irrodl.v23i3.6238","url":null,"abstract":"Preparing a scientific poster and presenting it at a conference supports the development of a range of skills in undergraduates that are relevant to further study and the workplace. This investigation focused on an asynchronous online poster session in a final year undergraduate science module at a UK university to assess evidence of higher-order skills development and determine student perceptions of the benefits and challenges of participating in the session. \u0000The study analysed 100 randomly selected posters from the 2020 session for evidence of scientific understanding, application, and critical evaluation, together with the feedback received on them. While 73% of the posters demonstrated understanding and 70% application, a lower proportion (42%) demonstrated critical evaluation skills. Seventy-eight percent of posters were considered to have received feedback from peers that gave an effective or partially effective evaluation of scientific content. \u0000Focus group discussions involving nine students led to the identification of themes relating to constraints, academic challenges, skills and experience, and personal development. Students recognized the value of the conference for skills development and the experience it gave of “real” science, while acknowledging the challenges involved in producing posters, giving feedback to peers, and managing their time. \u0000The asynchronous online poster session enabled students to develop higher-order cognitive and communication skills that are valued by employers. This format provides a pragmatic and easy to implement alternative to synchronous online conferences, which is relevant to the shift toward online learning in higher education, due to the COVID-19 pandemic and increase in distance learning and international students.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73216755","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}

引用次数: 0

Examining Pre-Service Teachers’ Perceptions About Virtual Classrooms in Online Learning 调查职前教师对在线学习中虚拟教室的看法

The International Review of Research in Open and Distributed Learning Pub Date : 2022-09-01 DOI: 10.19173/irrodl.v23i3.5925

Murat Debbağ, Mustafa Fidan

引用次数: 3

Book Review: Teaching and Learning at a Distance: Foundations of Distance Education (7th ed.) 书评:远程教学:远程教育的基础(第7版)

The International Review of Research in Open and Distributed Learning Pub Date : 2022-09-01 DOI: 10.19173/irrodl.v23i3.6332

M. Keshavarz, Z. Mirmoghtadaie

引用次数: 14

Extending The Community of Inquiry Framework: Development and Validation of Technology Sub-Dimensions 扩展查询社区框架:技术子维度的开发与验证

The International Review of Research in Open and Distributed Learning Pub Date : 2022-09-01 DOI: 10.19173/irrodl.v23i2.6022

Mutlu Şen-Akbulut, Duygu Umutlu, Serkan Arıkan

引用次数: 2

From Physical to Virtual: A New Learning Norm in Music Education for Gifted Students 从实体到虚拟:资优学生音乐教育的新学习规范

The International Review of Research in Open and Distributed Learning Pub Date : 2022-05-02 DOI: 10.19173/irrodl.v23i2.5615

Md.Jais Ismail, A. Anuar, F. Loo

{"title":"From Physical to Virtual: A New Learning Norm in Music Education for Gifted Students","authors":"Md.Jais Ismail, A. Anuar, F. Loo","doi":"10.19173/irrodl.v23i2.5615","DOIUrl":"https://doi.org/10.19173/irrodl.v23i2.5615","url":null,"abstract":"Music education is a subject that is generally thought to have much physical activity involved. However, virtual learning has been mandatary applied to most schools worldwide due to the COVID-19 pandemic. The landscape of music learning has had to be switched to online distance learning (ODL), where students learn music virtually using technological tools. Gifted students are among those affected by the implementation of music ODL throughout 2020. Thus, the purpose of this study is to identify the effectiveness of music ODL on gifted students’ motivation. The researchers framed this quantitative study by involving 81 secondary gifted students, aged 13 years, from 13 states in Malaysia. The sample was selected through random sampling, and a preexperimental design was applied to conduct the study. Respondents had been exposed to the music ODL intervention for a month. Data were collected through an adapted questionnaire, namely, the MUSIC Inventory, with a five-point scale. Data were further analysed by descriptive and inferential statistics, integrating two-way MANOVA, using SPSS Statistics version 23. Results reveal that an ODL approach to music classes is significantly effective to enhance gifted students’ motivation domains of empowerment, usefulness, success, interest, and caring. Yet, no significant difference was found in gifted students’ genders and locations on the four domains. Different approaches in music teaching could be further explored for music ODL to gifted students in future studies.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86694393","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}

引用次数: 3

Designing Asynchronous Online Discussion Forum Interface and Interaction Based on the Community of Inquiry Framework 基于社区查询框架的异步在线论坛界面与交互设计

The International Review of Research in Open and Distributed Learning Pub Date : 2022-05-02 DOI: 10.19173/irrodl.v23i2.6016

L. M. Hasani, H. Santoso, K. Junus

{"title":"Designing Asynchronous Online Discussion Forum Interface and Interaction Based on the Community of Inquiry Framework","authors":"L. M. Hasani, H. Santoso, K. Junus","doi":"10.19173/irrodl.v23i2.6016","DOIUrl":"https://doi.org/10.19173/irrodl.v23i2.6016","url":null,"abstract":"The community of inquiry (CoI) framework describes a process for creating collaborative learning through three elements or presences: social, cognitive, and teaching. Despite its popularity among researchers and practitioners, use of the CoI model is limited to mapping instructional activities, which are yet to be developed into an interaction design for online collaborative learning intended to support the CoI presences. This study was aimed at developing the interaction design of an asynchronous online discussion forum employing a user-centered design method contextualized to the learning-centered design approach. Seven scenario and user interfaces were created to facilitate one introductory activity and four phases of inquiry. The design was evaluated through contextual interviews with ten students. The interviews revealed that the prototype encouraged and supported (a) introductory activity (social presence), (b) idea exploration (cognitive presence), (c) summarizing the discussion (cognitive presence), and (d) facilitating discussion (teaching presence). Future research could be aimed at improving the proposed design based on recommendations and developing a fully functional working system to be tested in real settings.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86923833","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}

引用次数: 3

Are K–12 Teachers Ready for E-learning? K-12教师准备好接受电子学习了吗?

The International Review of Research in Open and Distributed Learning Pub Date : 2022-05-02 DOI: 10.19173/irrodl.v23i2.6082

Elif Polat, Sinan Hopcan, Ömer Yahşi

{"title":"Are K–12 Teachers Ready for E-learning?","authors":"Elif Polat, Sinan Hopcan, Ömer Yahşi","doi":"10.19173/irrodl.v23i2.6082","DOIUrl":"https://doi.org/10.19173/irrodl.v23i2.6082","url":null,"abstract":"Readiness is important for the success of the e-learning process. The purpose of this study was twofold: to develop a scale to measure K–12 teachers’ e-learning readiness, and to examine their readiness to teach online. The participants were 3,295 K–12 teachers working in Izmir, Turkey. First EFA, then CFA-SEM was performed. Additionally, teachers’ e-readiness in terms of gender, years of service, school level, and daily device usage time were examined. Teachers are ready for e-learning considering their overall scores. A significant difference was found in favor of males in the “technical competence” factor and in favor of females in the “colleague, content, and pedagogical and ethical competence factors”. The readiness of younger teachers is generally higher. On a factor basis, there is only a significant difference in the factors of computer self-efficacy and student readiness according to educational level. As the use of devices increases, technology-related readiness increases. The readiness of teachers plays an important role in determining future strategies, measures, and interventions that need to be taken to advance e-learning.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78443116","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}

引用次数: 1

Ukrainian E-Learning Platforms for Schools: Evaluation of Their Functionality 乌克兰学校电子学习平台:其功能评估

The International Review of Research in Open and Distributed Learning Pub Date : 2022-05-02 DOI: 10.19173/irrodl.v23i2.5769

M. Zhenchenko, O. Melnyk, Y. Prykhoda, I. Zhenchenko

{"title":"Ukrainian E-Learning Platforms for Schools: Evaluation of Their Functionality","authors":"M. Zhenchenko, O. Melnyk, Y. Prykhoda, I. Zhenchenko","doi":"10.19173/irrodl.v23i2.5769","DOIUrl":"https://doi.org/10.19173/irrodl.v23i2.5769","url":null,"abstract":"This article defines 27 criteria for evaluating the functionality of e-learning platforms, grouped into three macro groups: (a) learning management, (b) learning content management, and (c) communications and collaboration tools. The proposed criteria can be used to evaluate any e-learning platform’s functionality. They allow teachers and administrators to make conscious choices about the highest-quality e-learning platform for their schools and developers to improve e-learning platforms’ functionality. The developed criteria became the basis for rating the functionality of Ukrainian developers’ eight e-learning platforms' and determining the degree of support (in whole or partly) of e-learning components, categorized on the cognitive, social constructivist, motivation, and e-learning theories (CT, SCT, MT, and E-LT). The results indicate that the lack of communication and collaboration tools necessary to ensure quality distance learning is the main problem of Ukrainian e-leaning platforms. Comparative analysis of the functionality of e-learning platforms and components categorized on the learning theories helped determine that only three of the eight Ukrainian e-learning platforms (Accent [Mobischool], Class Assessment, My Class) fully follow the CT, SCT, and MT, but these platforms are all commercial products; therefore, they only partially support the E-LT. Solving this problem will be facilitated by developing e-learning platforms with open access, financed by the state budget in the context of the development of open and distance learning for Ukrainian students, as well as improving communication and collaboration tools in the context of conforming e-learning components to the social constructivist learning theory.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83263682","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}

引用次数: 0