The International Review of Research in Open and Distributed Learning最新文献_第3页

Creating an Open Online Educational Resource to Support Learners as They Navigate Their Studies Alongside Work and/or Family 创建开放式在线教育资源，帮助学习者在工作和/或家庭两不误的情况下完成学业

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7542

P. Waterhouse, Naomi Moller

{"title":"Creating an Open Online Educational Resource to Support Learners as They Navigate Their Studies Alongside Work and/or Family","authors":"P. Waterhouse, Naomi Moller","doi":"10.19173/irrodl.v25i1.7542","DOIUrl":"https://doi.org/10.19173/irrodl.v25i1.7542","url":null,"abstract":"As labour markets undergo rapid and profound transformations, lifelong learning is essential to ensure a responsive, competitive, and skilled workforce. Mature learners are a diverse group, but in comparison to their younger student counterparts, are more likely to have employment and/or caring responsibilities. This field note discusses the development and features of a novel online open educational resource, called At a crossroads: Navigating work and/or family alongside study (At a crossroads for brevity). The resource aimed to assist university students to both learn about the support options available to them as well as to consider how they themselves might make decisions if they experienced a conflict between their student/work/family roles. At a crossroads is innovative in terms of how it was developed (i.e., via survey-based research, story completion method, and consultations sessions with tertiary students) and in terms of what it is (i.e., an online interactive resource that incorporates short dramatizations, social polls, and opportunities to reflect). Our experience in developing this resource caused us to consider how making resources designed to be engaging and informative, while encouraging, positive changes, must be part of the solution. This is especially so when there is significant concern around the overall well-being of tertiary students and their course completion rates. While universities have attempted to offer a range of tools to support their students, on-demand online resources such as At a crossroads are easily accessed, free to use, and deliver content in an engaging manner.","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":"140089800","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: How Education Works: Teaching, Technology, and Technique, authored by Jon Dron (AU Press, 2023) 书评教育是如何运作的？乔恩-德龙撰写的《教学、技术与技巧》（非盟出版社，2023 年）

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7531

Jenni Hayman

引用次数: 0

Extracting Course Features and Learner Profiling for Course Recommendation Systems: A Comprehensive Literature Review 为课程推荐系统提取课程特征和学习者特征分析：综合文献综述

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7419

Amir Narimani, Elena Barberà

{"title":"Extracting Course Features and Learner Profiling for Course Recommendation Systems: A Comprehensive Literature Review","authors":"Amir Narimani, Elena Barberà","doi":"10.19173/irrodl.v25i1.7419","DOIUrl":"https://doi.org/10.19173/irrodl.v25i1.7419","url":null,"abstract":"As education has evolved towards online learning, the availability of learning materials has expanded and consequently, learners’ behavior in choosing resources has changed. The need to offer personalized learning experiences and content has never been greater. Research has explored methods to personalize learning paths and match learning materials with learners’ profiles. Course recommendation systems have emerged as a solution to help learners select courses that suit their interests and aptitude. A comprehensive review study was required to explore the implementation of course recommender systems, with the specifics of courses and learners as the main focal points. This study provided a framework to explain and categorize data sources for course feature extraction, and described the information sources used in previous research to model learner profiles for course recommendations. This review covered articles published between 2015 and 2022 in the repositories most relevant to education and computer science. It revealed increased attention paid to combining course features from different sources. The creation of multi-dimensional learner profiles using multiple learner characteristics and implementing machine-learning-based recommenders has recently gained momentum. As well, a lack of focus on learners’ micro-behaviors and learning actions to create precise models was noted in the literature. Conclusions about recent course recommendation systems development are also discussed.","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":"140086118","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

Enhancing Online Teaching of Business Statistics: A Pedagogy Before Technology Approach 加强在线商业统计教学：先教学后技术的方法

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7285

B. Boitshwarelo, Maneka Jayasinghe

引用次数: 0

Open Education and Alternative Digital Credentials in Europe 欧洲的开放教育和替代性数字证书

The International Review of Research in Open and Distributed Learning Pub Date : 2024-03-01 DOI: 10.19173/irrodl.v25i1.7412

Dai Griffiths, Daniel Burgos, Stefania Aceto

{"title":"Open Education and Alternative Digital Credentials in Europe","authors":"Dai Griffiths, Daniel Burgos, Stefania Aceto","doi":"10.19173/irrodl.v25i1.7412","DOIUrl":"https://doi.org/10.19173/irrodl.v25i1.7412","url":null,"abstract":"Learners who learn from OER often cannot have their learning assessed or receive a credential. Open credentials offer a potential solution to this problem, combining badges or micro-credentials with competence frameworks and digital seals. This study identified the current situation of open credentials in post-secondary education in Europe, the main themes of the discourse, and the points of agreement and divergence surrounding them. The data comprised a corpus of transcriptions from 12 expert interviews and a focus group. Qualitative text analysis identified the principal themes. Findings included the following: (a) few assessments are available as open content; (b) linking OER and credentials requires detailed and expensive work on learning outcomes and assessment; (c) the aggregation of open credentials to create higher-level qualifications is a widely accepted ambition; (d) the European Union’s infrastructure to support open credentials is appropriate and effective and can foster trust; (e) the outstanding challenges are organisational and practical, not technological; (f) assessment and content provisions should belong to separate organisational functions; and finally, (g) funding and support for open credentials in professional accreditation are essential for further progress.","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":"140279001","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 24, Issue 4 社论 - 第 24 卷第 4 期

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7643

Constance Blomgren

引用次数: 0

Development and Validation of the Sense of Online Community Scale 在线社区感量表的开发与验证

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7379

Craig E. Shepherd, D. Bolliger, Courtney McKim

引用次数: 0

Teammate Familiarity in Distributed Computer-Supported Collaborative Learning: The Mediating Role of Social Presence 分布式计算机支持的协作学习中的队友熟悉度：社会存在的中介作用

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7332

Shunan Zhang, Dongyan Nan, Seungjong Sun, ShaoPeng Che, Jang Hyun Kim

{"title":"Teammate Familiarity in Distributed Computer-Supported Collaborative Learning: The Mediating Role of Social Presence","authors":"Shunan Zhang, Dongyan Nan, Seungjong Sun, ShaoPeng Che, Jang Hyun Kim","doi":"10.19173/irrodl.v24i4.7332","DOIUrl":"https://doi.org/10.19173/irrodl.v24i4.7332","url":null,"abstract":"Owing to the limitations of computer-mediated communication (CMC), distributed CSCL (Computer-supported collaborative learning) has not always been as effective as desired. Despite recognizing the significance of group composition, the exploration of the function of teammate familiarity in distributed educational settings is restricted. This study explored the influence of teammate familiarity and social presence in a distributed CSCL setting by conducting an online survey of 288 Korean university students with experience in distributed CSCL. The results indicate that teammate familiarity increased the social presence experienced by students among their peers. Social presence subsequently enhanced teamwork satisfaction and, ultimately, increased self-assessed knowledge gain. More importantly, the relationship between teammate familiarity and teamwork satisfaction was mediated by social presence. Social media platforms and class webpages were the most widely used channels for students to get to know their teammates. Our study provided insights for improving the effectiveness of distributed CSCL and a framework for investigating social presence in satisfaction building in various contexts, including online education.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598785","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

Understanding Indigenous Learners’ Experiences During the First and Second Wave of the COVID-19 Pandemic 了解原住民学习者在 COVID-19 大流行第一波和第二波期间的经历

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7009

J. Auger, Janelle M. Baker, Martin Connors, Barbara Martin

{"title":"Understanding Indigenous Learners’ Experiences During the First and Second Wave of the COVID-19 Pandemic","authors":"J. Auger, Janelle M. Baker, Martin Connors, Barbara Martin","doi":"10.19173/irrodl.v24i4.7009","DOIUrl":"https://doi.org/10.19173/irrodl.v24i4.7009","url":null,"abstract":"This paper focuses on the experiences of Indigenous learners at Athabasca University. Having access to online education provided a sense of normalcy for students during the global pandemic while many post-secondary institutions and Indigenous communities were closed. The purpose of the research was two-fold: a) to determine the dynamics of reaching Indigenous learners and measuring their adaptability in learning during the COVID-19 pandemic, and b) to understand the effects of the pandemic on the mind, body, spirit, and social environment of Indigenous distance education learners and their families. This research included qualitative and quantitative methods, specifically, a survey, focus group, and individual interviews. We share the results of online research involving Indigenous students during the first and second waves of the COVID-19 pandemic. We concluded that listening to Indigenous students supported their online education while giving them an outlet to express their experiences. This research identified Indigenous student adaptations towards their spirituality in specific ways inherent to their culture given the reactions to COVID-19, their responses, and reflections.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598461","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

SCOPE of Open Education: A New Framework for Research 开放教育的 SCOPE：新的研究框架

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7356

Virginia Clinton-Lisell, Jasmine Roberts-Crews, Lindsey Gwozdz

引用次数: 0