The International Review of Research in Open and Distributed Learning最新文献_第2页

Exploring Teachers’ Digital Literacy Experiences 探索教师的数字扫盲经验

The International Review of Research in Open and Distributed Learning Pub Date : 2024-05-16 DOI: 10.19173/irrodl.v25i2.7572

Jaewon Jung, Seohyun Choi, Mik Fanguy

{"title":"Exploring Teachers’ Digital Literacy Experiences","authors":"Jaewon Jung, Seohyun Choi, Mik Fanguy","doi":"10.19173/irrodl.v25i2.7572","DOIUrl":"https://doi.org/10.19173/irrodl.v25i2.7572","url":null,"abstract":"The present study analysed digital literacy issues encountered by elementary school teachers in remote classrooms due to COVID-19. The study sought to derive a plan for cultivating teachers’ digital literacy to support students’ distance education. To this end, focus group interviews were conducted with five elementary school teachers in charge of upper grades, the results were analysed, and strategies to improve teacher digital literacy were derived. Specifically, three main areas of teacher digital literacy were identified for improvement. The first was providing training to use digital devices and online platforms, develop online content, and strengthen copyright understanding. The second was providing professional development programs to train digital teaching methods or pedagogies by level and by subject characteristics. The third was activating online and offline platforms for information sharing among teachers and establish a digital teaching support system. This study will be of value to teachers and school administrations in preparing for distance education in the era of digital transformation because it presents measures to foster teachers’ digital literacy required by future society.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969111","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

Editorial - Volume 25, Issue 1 社论 - 第 25 卷第 1 期

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7827

Rory McGreal

引用次数: 0

Exploring Online Physical Education Teaching: What Have We Done and What Have We Learnt? 探索在线体育教学：我们做了什么，我们学到了什么？

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7431

Varanisese Tagimaucia, Dr Gerald Santhosh D’Souza, Dr Satish Prakash Chand

{"title":"Exploring Online Physical Education Teaching: What Have We Done and What Have We Learnt?","authors":"Varanisese Tagimaucia, Dr Gerald Santhosh D’Souza, Dr Satish Prakash Chand","doi":"10.19173/irrodl.v25i1.7431","DOIUrl":"https://doi.org/10.19173/irrodl.v25i1.7431","url":null,"abstract":"Engaging with physical education teachers who were compelled to integrate technology into their lessons during the COVID-19 pandemic is crucial to understanding how the pandemic has presented this ‘new normal’ circumstance. It is vital to gain insight into the initial experiences of physical education (PE) teachers who transitioned to online physical education (OLPE) teaching, as well as to identify potential areas for improvement in the future. This study investigated the perspectives of secondary school PE teachers on OLPE teaching during the COVID-19 lockdown, their professional development, online training opportunities and future perceptions. Using a mixed-methods approach, this study analysed data from 35 secondary school PE teachers in Fiji, using Google Forms to collect quantitative data and semi-structured interviews for qualitative data. The quantitative data was categorized by age, gender, school setting, qualifications, and teaching experience, while the qualitative data was analysed by themes. The study found that teachers struggled with OLPE due to lack of preparedness, poor Internet connectivity, and lack of emphasis on PE during lockdown. Despite their readiness, integrating technology remains challenging due to a lack of incentives, limited support, and fear of the unknown. The study emphasises the vital importance of technology in creating engaging and relevant PE experiences and recommends the provision of specialised resources, personalised curriculum guidance, and a change in teacher training institutions' paradigms to incorporate contemporary technological applications in PE.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140083381","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

Towards Quality Assurance in MOOCs: A Comprehensive Review and Micro-Level Framework 实现 MOOC 的质量保证：全面回顾与微观框架

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7544

Hanane Sebbeq, Nour-eddine El Faddouli

{"title":"Towards Quality Assurance in MOOCs: A Comprehensive Review and Micro-Level Framework","authors":"Hanane Sebbeq, Nour-eddine El Faddouli","doi":"10.19173/irrodl.v25i1.7544","DOIUrl":"https://doi.org/10.19173/irrodl.v25i1.7544","url":null,"abstract":"MOOCs (massive open online courses), because of their scale and accessibility, have become a major area of interest in contemporary education. However, despite their growing popularity, the question of their quality remains a central concern, partly due to the lack of consensus on the criteria establishing such quality. This study set out to fill this gap by carrying out a systematic review of the existing literature on MOOC quality and proposing a specific quality assurance framework at a micro level. The methodology employed in this research consisted of a careful analysis of MOOC success factor’s using Biggs’ classification scheme, conducted over a four-year period from 2018 to 2022. The results highlighted the compelling need to consider various indicators across presage, process, and product variables when designing and evaluating MOOCs. This implied paying particular attention to pedagogical quality, both from the learner’s and the teacher’s point of view. The quality framework thus developed is of significant importance. It offers valuable guidance to MOOC designers, learners, and researchers, providing them with an in-depth understanding of the key elements contributing to MOOC quality and facilitating their continuous improvement. In addition, this study highlighted the need to address aspects for future research, including large-scale automated evaluation of MOOCs. By focusing on pedagogical quality, MOOCs can play a vital role in providing meaningful learning experiences, maximizing learner satisfaction, and ensuring their success as innovative educational systems adapted to the changing needs of contemporary education.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140085522","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

Role of AI in Blended Learning: A Systematic Literature Review 人工智能在混合式学习中的作用：系统性文献综述

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7566

Ye-Ji Park, M. Doo

{"title":"Role of AI in Blended Learning: A Systematic Literature Review","authors":"Ye-Ji Park, M. Doo","doi":"10.19173/irrodl.v25i1.7566","DOIUrl":"https://doi.org/10.19173/irrodl.v25i1.7566","url":null,"abstract":"As blended learning moved toward a new phase during the COVID-19 pandemic, advancements in artificial intelligence (AI) technology provided opportunities to develop more diverse and dynamic blended learning. This systematic review focused on publications related to the use of AI applications in blended learning. The original studies from January 2007 to October 2023 were extracted from the Google Scholar, ERIC, and Web of Science databases. Finally, 30 empirical studies under the inclusion criteria were reviewed based on two conceptual frameworks: four key challenges of blended learning and three roles of AI. We found that AI applications have been used mainly for the online asynchronous individual learning component in blended learning; little work has been conducted on AI applications that help connect online activities with classroom-based offline activities. Many studies have identified the role of AI as a direct mediator to help control flexibility and autonomy of students in blended learning. However, abundant studies have also identified AI as a supplementary assistant using advanced learning analytics technologies that promote effective interactions with students and facilitate the learning process. Finally, the fewest number of studies have explored the role of AI as a new subject such as use as pedagogical agents or robots. Considering the advancements of generative AI technologies, we expect more research on AI in blended learning. The findings of this study suggested that future studies should guide teachers and their smart AI partner to implement blended learning more effectively.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140090617","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

Empowering Asynchronous Arabic Language Learning Through PDF Hyperlink Media 通过 PDF 超链接媒体促进阿拉伯语异步学习

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7425

Agus Riwanda, Muhammad Ridha, M. Islamy

{"title":"Empowering Asynchronous Arabic Language Learning Through PDF Hyperlink Media","authors":"Agus Riwanda, Muhammad Ridha, M. Islamy","doi":"10.19173/irrodl.v25i1.7425","DOIUrl":"https://doi.org/10.19173/irrodl.v25i1.7425","url":null,"abstract":"The migration to online learning has brought about several new problems. Poor signal quality, large Internet quotas, and device compatibility with learning applications are the most common complaints among students. Additionally, students’ poor self-directed learning skills, the excessive number of assignments given by teachers, and the use of monotonous teaching methods and media are also identified as issues. Therefore, the development of learning media that facilitate students’ learning processes and support their active engagement becomes crucial. This research aimed to develop PDF hyperlink learning media for online Arabic language learning at Madrasah Aliyah Negeri 4 in Hulu Sungai Tengah District, South Kalimantan, Indonesia (MAN 4 HST). The research model used in this study is the 4D model, consisting of four stages: define, design, develop, and disseminate. In this research, layout and accessibility received good validation scores of 4.3, and the presentation of the contents received a good validation score of 4.2. Additionally, the Wilcoxon test results indicated that the use of PDF hyperlink media significantly influences learning outcomes and receives positive feedback from students. Thus, the use of PDF hyperlink media is recommended for educational institutions experiencing digital divides, as well as those implementing asynchronous learning.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140092221","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

Book Review: IDEAL Distance Education and Blended Learning Handbook (8th ed.), authored by Jen Vanek, Destiny Simpson, Jamie Harris, and Jeff Goumas (EDTech Books, 2022) 书评：IDEAL 远程教育和混合式学习手册》（第 8 版），作者：Jen Vanek、Destiny Simpson、Jamie Harris 和 Jeff Goumas（EDTech Books，2022 年）

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7253

Jenifer Vanek, Destiny Simpson, Jerome Johnston

引用次数: 0

Exploring the Digital Divide in Open Education: A Comparative Analysis of Undergraduate Students 探索开放教育中的数字鸿沟：本科生比较分析

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7236

Sedef Sezgin, Mehmet Fırat

{"title":"Exploring the Digital Divide in Open Education: A Comparative Analysis of Undergraduate Students","authors":"Sedef Sezgin, Mehmet Fırat","doi":"10.19173/irrodl.v25i1.7236","DOIUrl":"https://doi.org/10.19173/irrodl.v25i1.7236","url":null,"abstract":"In the 21st century, the widespread use of information technologies has made access to technology, technology usage skills, and the quality of technology services increasingly important. However, the digital divide—defined as a lack of access to telecommunications—remains a significant issue that separates developed countries from developing countries. This study aimed to explore the digital divide in open education by comparing the digital divide levels of first term and last term or graduate students enrolled in the Anadolu University Open Education System. The study also examined how factors such as gender, age, income level, and employment status impact digital competency by comparing the digital divide scores of participants in these groups. The findings of the study suggest that first-term students have higher levels of digital competency than final-term students. The study also found that males, people aged 30–40, those with high incomes, and those working in the private sector had the highest digital competency scores. These results can be used to inform the development and implementation of open and distance learning programs to reduce the digital divide, as well as to identify specific groups that may be at a disadvantage in terms of digital competency.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140083513","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

Addressing the Resource-Based View: Determinants That Drive Chinese Universities to Offer MOOCs 解决基于资源的观点：推动中国大学开设 MOOCs 的决定因素

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7468

Kai Wang, Josep Rialp Criado, Stefan Felix van Hemmen

引用次数: 0

Navigating the Learning Landscape: Social Cognition and Task-Technology Fit as Predictors for MOOCs Continuance Intention by Sales Professionals 驾驭学习环境：社会认知和任务-技术契合度是销售专业人员继续学习 MOOCs 意图的预测因素

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7567

Aakash Kamble, Nitin Upadhyay, Nayna Abhang

引用次数: 0