The International Review of Research in Open and Distributed Learning最新文献_第4页

Educational Technology Undergraduates’ Performance in a Distance Learning Course Using Three Courseware Formats 教育技术学本科生在使用三种课件格式的远程学习课程中的表现

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7219

O. Falode, Ibrahim Abba Mohammed

{"title":"Educational Technology Undergraduates’ Performance in a Distance Learning Course Using Three Courseware Formats","authors":"O. Falode, Ibrahim Abba Mohammed","doi":"10.19173/irrodl.v24i4.7219","DOIUrl":"https://doi.org/10.19173/irrodl.v24i4.7219","url":null,"abstract":"Most educators’ inability to provide learning contents that suit different learning styles has caused a lot of problems in terms of performance. Thus, to cater to students’ preferences in terms of access to learning contents, the distance learning regulatory body in Nigeria emphasized that course materials should be developed in mixed-media formats. This study was carried out to compare the effects of printed, video, and Moodle-based courseware on educational technology students’ achievement, retention, and satisfaction in a distance learning course. A quasi-experimental design was employed for the study involving 108 participants from three experimental groups. The learning content and instruments, subjected to validation and reliability tests, where values of 0.78 and 0.86 were obtained using the Pearson product moment correlation and Cronbach’s alpha for achievement and satisfaction inventory, respectively, were administered within a four-week period. Data collected were analyzed using descriptive and inferential statistics. Findings indicated that the printed, video, and Moodle-based courseware formats improved students’ achievement with mean gain scores of 47.92, 40.89, and 43.03, respectively. A significant difference was observed in the achievement (F (2,104) = 8.67, p < 0.05), retention (F (2,104) = 29.406, p < 0.05), and satisfaction scores (F (2,104) = 5.662, p < 0.05) of the three groups. Open and distance learning administrators in Nigeria are recommended to produce and deploy printed, video, and Moodle-based formats of courseware to meet different students’ learning preferences.","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":"138599823","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

Collaboration and Ethics in Distance Learning Design 远程学习设计中的合作与伦理

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7267

Racquel Biem, Dirk Morrison

{"title":"Collaboration and Ethics in Distance Learning Design","authors":"Racquel Biem, Dirk Morrison","doi":"10.19173/irrodl.v24i4.7267","DOIUrl":"https://doi.org/10.19173/irrodl.v24i4.7267","url":null,"abstract":"Ethical education practices require that all students have access to quality learning resources, necessary learning supports, diverse learning strategies, and deep learning opportunities. When it comes to learning strategies and opportunities, collaborative learning practices foster deep learning through socio-cultural interactions, asserting that individual learning is limited compared to what can be learned as a community. Education systems have an ethical obligation to ensure that what is advocated for in curricula can be achieved and will be supported. Although K–12 curricula are typically rooted in collaborative approaches, many asynchronous secondary online learning courses continue to be associated with individual learning approaches. This research used insights gleaned from 35 survey responses and 18 semi-structured interviews with secondary asynchronous distance learning teachers to analyze how collaborative learning is actualized and examine barriers to its implementation. Collaborative online learning opportunities were increasingly prevalent when communities outside of the school were leveraged for experiential learning and when students were paced as a cohort. The data indicated that an increase in collaborative learning was not likely to occur unless the learning ecosystem valued online learning as equitably as face-to-face learning in terms of investment in research-based pedagogy, student support, teacher support, and teaching and learning resources. Until such time, distance learning students will be disadvantaged concerning building collaborative competence that can lead to deeper learning opportunities.","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":"138601119","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

The Effects of Exam Setting on Students’ Test-Taking Behaviors and Performances: Proctored Versus Unproctored 考试设置对学生考试行为和成绩的影响：监考与非监考

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7145

Denizer Yildirim, Hale Ilgaz, Alper Bayazıt, Gökhan Akçapınar

{"title":"The Effects of Exam Setting on Students’ Test-Taking Behaviors and Performances: Proctored Versus Unproctored","authors":"Denizer Yildirim, Hale Ilgaz, Alper Bayazıt, Gökhan Akçapınar","doi":"10.19173/irrodl.v24i4.7145","DOIUrl":"https://doi.org/10.19173/irrodl.v24i4.7145","url":null,"abstract":"One of the biggest challenges for online learning is upholding academic integrity in online assessments. In particular, institutions and faculties attach importance to exam security and academic dishonesty in the online learning process. The aim of this study was to compare the test-taking behaviors and academic achievements of students in proctored and unproctored online exam environments. The log records of students in proctored and unproctored online exam environments were compared using visualization and log analysis methods. The results showed that while a significant difference was found between time spent on the first question on the exam, total time spent on the exam, and the mean and median times spent on each question, there was no significant difference between the exam scores of students in proctored and unproctored groups. In other words, it has been observed that reliable exams can be conducted without the need for proctoring through an appropriate assessment design (e.g., using multiple low-stake formative exams instead of a single high-stake summative exam). The results will guide instructors in designing assessments for their online courses. It is also expected to help researchers in how exam logs can be analyzed and in extracting insights regarding students' exam-taking behaviors from the logs.","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":"138598201","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

On the Ethical Issues Posed by the Exploitation of Users’ Data in MOOC Platforms: Capturing Learners’ Perspectives 论 MOOC 平台利用用户数据带来的伦理问题：捕捉学习者的视角

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7265

M. Cisel

引用次数: 0

Book Review: Blended Learning Environments to Foster Self-Directed Learning, edited by Christo van der Westhuizen, Mncedisi C. Maphalala, and Roxanne Bailey (AOSIS Books, 2022) 书评：由 Christo van der Westhuizen、Mncedisi C. Maphalala 和 Roxanne Bailey 编辑的《促进自主学习的混合学习环境》（AOSIS Books，2022 年）。Maphalala 和 Roxanne Bailey 编著（AOSIS Books，2022 年）

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7291

Ramiz Ali

{"title":"Book Review: Blended Learning Environments to Foster Self-Directed Learning, edited by Christo van der Westhuizen, Mncedisi C. Maphalala, and Roxanne Bailey (AOSIS Books, 2022)","authors":"Ramiz Ali","doi":"10.19173/irrodl.v24i4.7291","DOIUrl":"https://doi.org/10.19173/irrodl.v24i4.7291","url":null,"abstract":"Blended Learning Environments to Foster Self-Directed Learning is the eighth book in the Self-Directed Learning Series by North-West University, South Africa. The volume provides strategies and approaches to promote self-directed learning (SDL) in blended learning environments, featuring contributions from authors experienced in active learning strategies in online and blended learning contexts. They emphasise the importance of technology-enhanced learning, particularly blended learning, in improving students’ overall learning experience by promoting SDL. The book, which is licensed for free use, consists of 10 chapters that delve into various pedagogical methods to enhance SDL in blended learning contexts. The target audience for this book is scholars and practitioners who are interested in enhancing SDL, specifically in blended learning environments. The book begins by setting a theoretical foundation for the subsequent chapters. In Chapter 1, van der Westhuizen and Bailey highlight the importance of aligning the person-process-context (PCC) model with the Community of Inquiry (CoI) framework to guide SDL. In this chapter, the authors propose a model for SDL and make a case for combining PCC and CoI to create optimal learning experiences for individuals in blended learning environments. This approach was quite effective in shaping the overall logic of the subsequent chapters. In Chapter 2, Kruger and colleagues offer a literature review to conceptualise inquiry-based, blended, and self-directed learning, and they elucidate the connections between these three learning approaches. Although this chapter is consistent with the book’s overall theme and focus, it places particular emphasis on the affective domain of learning. The authors argue that the affective domain is a shared element among all three learning approaches and could serve as a catalyst for enhancing self-directed","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":"138599782","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: Co-teaching and Co-research in Contexts of Inequality: Using Networked Learning to Connect Africa and the World, edited by Phindile Zifikile Shangase, Daniela Gachago, and Eunice Ndeto Ivala (Vernon Press, 2023) 书评：不平等背景下的合作教学与合作研究：利用网络化学习连接非洲和世界》，Phindile Zifikile Shangase、Daniela Gachago 和 Eunice Ndeto Ivala 编辑（弗农出版社，2023 年）

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7523

Tony Carr

引用次数: 0

Measuring the Impact of an Open Educational Resource and Library e-Resource Adoption Program Using the COUP Framework 利用 COUP 框架衡量开放教育资源和图书馆电子资源采用计划的影响

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7420

Sara Davidson Squibb, Elizabeth Salmon, Yueqi Yan

{"title":"Measuring the Impact of an Open Educational Resource and Library e-Resource Adoption Program Using the COUP Framework","authors":"Sara Davidson Squibb, Elizabeth Salmon, Yueqi Yan","doi":"10.19173/irrodl.v24i4.7420","DOIUrl":"https://doi.org/10.19173/irrodl.v24i4.7420","url":null,"abstract":"Grant programs that foster the use of open educational resources (OER) significantly reduce undergraduate student spending on textbooks per semester. The Zero-Cost Course Materials (ZCCM) grant program at the University of California, Merced (UC Merced), eliminated text costs and ensured access to course materials by replacing required commercial materials with OER and library licensed e-resources. The present study applies the COUP framework (cost, outcomes, usage, and perceptions) to evaluate the ZCCM program. The ZCCM program resulted in student cost savings and did not negatively impact student outcomes. Students in ZCCM courses demonstrated higher rates of course completion than students enrolled in previous sections. For the outcomes of final course grade, passing with a C− or better, and number of credit hours enrolled in, findings were comparable between the cohorts. Student usage and perception of course materials were gathered using a survey. Though students reported favorable views of zero-cost materials, they reported using them less frequently than commercial texts. This research contributes to a growing body of literature that confirms beneficial cost savings for students using zero-cost materials without jeopardizing students’ success.","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":"138601215","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

Discrepancies and Similarities Between Online and Face-to-Face Teachers’ Use of Open Educational Resources (OER) for Teaching Purposes 在线教师和面对面教师在教学中使用开放教育资源（OER）的差异和相似之处

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7284

Reza Dashtestani, Ahmad Mohamadi Suhrawardi

{"title":"Discrepancies and Similarities Between Online and Face-to-Face Teachers’ Use of Open Educational Resources (OER) for Teaching Purposes","authors":"Reza Dashtestani, Ahmad Mohamadi Suhrawardi","doi":"10.19173/irrodl.v24i4.7284","DOIUrl":"https://doi.org/10.19173/irrodl.v24i4.7284","url":null,"abstract":"The integration of open educational resources (OER) in the educational curricula of universities and educational organizations has gained tremendous popularity. However, there is a gap in research on teachers’ attitudes toward OER in many developing countries. Using a mixed-methods approach, this study explored the use of OER by online and face-to-face teachers of English as a foreign language (EFL) in Iran. A total of 62 teachers (31 online teachers and 31 face-to-face teachers) participated in the study. Survey and interview results indicated that there were significant differences between online and face-to-face teachers’ attitudes toward OER. Online teachers had a more positive attitude toward OER than face-to-face teachers. The perceived benefits of OER included developing the flexibility of curricula, encouraging personalized learning, and offering pedagogical options for teachers. There were several perceived OER-based challenges in the educational context of Iran as well. The challenges included teachers’ uncertainty about copyright issues, the low quality of OER, teachers’ low levels of digital literacy, teachers’ unawareness of the existence of OER, the lack of quality control over OER, the lack of credibility of OER content, and the lack of up-to-dateness of OER. There were also significant differences between participants’ perspectives on the types and frequency of using OER. More specifically, online teachers used OER for teaching practices more frequently than face-to-face teachers. Participants perceived that they needed various types of training for the appropriate use of OER. This study proposes several implications for renewing and improving teacher training/education programs and material development projects.","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":"138601496","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

Weaknesses in Emergency Remote Teaching in Higher Education Within the Context of the ODL Learning Component in Turkey 土耳其开放式远程学习内容背景下高等教育紧急远程教学的薄弱环节

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7276

Hakan Genç, Mehmet Kesim

{"title":"Weaknesses in Emergency Remote Teaching in Higher Education Within the Context of the ODL Learning Component in Turkey","authors":"Hakan Genç, Mehmet Kesim","doi":"10.19173/irrodl.v24i4.7276","DOIUrl":"https://doi.org/10.19173/irrodl.v24i4.7276","url":null,"abstract":"In critical situations caused by crises such as a pandemic, emergency remote teaching (ERT) practices might not be effective because they depend mostly on on-the-spot decision-making. On the other hand, open and distance learning (ODL) has its own dynamics and is a well-planned system. In order to put quality ODL plans into practice in crisis situations, contingency plans, created before any crises, are required. Past crises ought to be examined in order to cope with future crises effectively. This study aims to identify weaknesses in ERT practices in higher education within the context of the learning component of ODL system by focusing on COVID-19 and using it as an example of a past crisis. Exploratory case study was the method used. The study group consisted of 14 faculty and 14 learners from 14 higher education institutions. Qualitative data were collected via semi-structured interviews and documents. The data were analyzed using descriptive and content analysis. Research findings revealed that ERT has many weaknesses in several themes within the context of the learning component of the ODL system; these include teaching method, course structuring, and e-learning materials, among others. In light of the findings, it can be concluded that many factors influence challenges in ERT. Accordingly, to be able to move from ERT to ODL in the next crisis, these weaknesses need to transform into solutions in advance.","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":"138598532","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

Student Support in Online Learning—We Need to Talk About Money 在线学习中的学生支持--我们需要谈谈钱的问题

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7241

Ormond Simpson

{"title":"Student Support in Online Learning—We Need to Talk About Money","authors":"Ormond Simpson","doi":"10.19173/irrodl.v24i4.7241","DOIUrl":"https://doi.org/10.19173/irrodl.v24i4.7241","url":null,"abstract":"Online higher education has been a success in part because it is less costly to students and governments than conventional education, so both students and governments receive higher returns on their investment than in conventional higher education. However, many online institutions appear to have considerably lower graduation rates than conventional education—the so-called online education deficit that reduces its advantage. This deficit can be reduced through online education institutions investing money in both their course design strategies and their student support, including teaching. This article focuses on student support and suggests that if support increases student retention, institutions will receive a financial return through increased income. It argues: if that increase in income can then be managed to be greater than the original investment, institutions will make a positive return on the investment—that is, a surplus. That surplus can then be reinvested in further student support and potentially increase student success still further. The article then determines what those returns on investment might be in various scenarios depending on institutional funding arrangements. These determinations produce a series of formulae in which actual financial figures can be substituted to calculate those returns.","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":"138601075","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