The International Review of Research in Open and Distributed Learning最新文献_第5页

Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education 将探究社区框架原则与翻转课堂教学法相结合，提高在职教师教育中学生的临场感、自我调节学习能力和学习成绩

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7005

A. Taghizade, Esmaeil Azimi, Hassan Mahmoodian, Salman Akhash

{"title":"Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education","authors":"A. Taghizade, Esmaeil Azimi, Hassan Mahmoodian, Salman Akhash","doi":"10.19173/irrodl.v24i4.7005","DOIUrl":"https://doi.org/10.19173/irrodl.v24i4.7005","url":null,"abstract":"The purpose of this study was to assess the effectiveness of integrating community of inquiry (COI) framework principles with flipped classroom pedagogy to enhance students’ perceived presence sense, self-regulated learning, and learning performance. A quasi-experimental study was conducted to examine whether integrating COI framework principles with flipped classrooms could enhance college students’ perceived presence sense, self-regulated learning, and learning performance. The participants were 64 third-year male college students in an online course at a teacher education university in Iran in 2021. The study employed the COI Survey, the online self-regulated learning questionnaire (OLSQ), and a teacher-made test to measure learning performance. The results indicated significant between-group differences in perceived presence sense, self-regulated learning, and learning performance (p < 0.001). Integrating COI framework principles with flipped classroom pedagogy was an effective approach to enhancing perceived presence sense, self-regulated learning, and learning performance among teacher education students.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":"67 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598503","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: Contextualised Open Educational Practices: Towards Student Agency and Self-Directed Learning, edited by Jako Olivier, Charlene du Toit-Brits, Byron J. Blunt, and Amit Dhakulkar (AOSIS Books, 2022) 书评情境化开放教育实践：由 Jako Olivier、Charlene du Toit-Brits、Byron J. Blunt 和 Amit Dhakulkar 编辑的《走向学生代理和自主学习》（AOSIS Books，2022 年）。

The International Review of Research in Open and Distributed Learning Pub Date : 2023-12-05 DOI: 10.19173/irrodl.v24i4.7496

Carina Bossu

引用次数: 0

Who Gets the Highest Return to Distance Higher Education? 谁在远程高等教育中获得最高回报?

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.7143

Liang Wang, Fengliang Li

{"title":"Who Gets the Highest Return to Distance Higher Education?","authors":"Liang Wang, Fengliang Li","doi":"10.19173/irrodl.v24i3.7143","DOIUrl":"https://doi.org/10.19173/irrodl.v24i3.7143","url":null,"abstract":"The economics of distance higher education have not attracted enough attention. Few studies have analyzed the different returns to distance higher education at various income levels. Based on empirical analysis of data from China Family Panel Studies (CFPS), this study explored the differences of return to distance higher education at different income levels by using Mincer earnings function and quantile regression. Compared with face-to-face education, the study found that distance higher education brought considerable benefits to learners. While the return to face-to-face higher education has continued to decline, return to distance higher education has risen. Comparing the returns to distance education at different income levels showed that low-income groups obtained greater benefits from distance higher education, which can help to improve the income of vulnerable groups and promote social equality. China’s distance education institutions should promote the idea that distance higher education can improve the income growth of low-income groups, and increase the financial support for low-income groups to access distance higher education.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78570051","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

A Systematic Review of Systematic Reviews on Open Educational Resources: An Analysis of the Legal and Technical Openness 开放教育资源系统评价的系统评价:法律与技术开放的分析

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.7196

Lorena Sousa, Luís Pedro, Carlos Santos

{"title":"A Systematic Review of Systematic Reviews on Open Educational Resources: An Analysis of the Legal and Technical Openness","authors":"Lorena Sousa, Luís Pedro, Carlos Santos","doi":"10.19173/irrodl.v24i3.7196","DOIUrl":"https://doi.org/10.19173/irrodl.v24i3.7196","url":null,"abstract":"Almost all open educational resources (OER) definitions encompass key concepts such as the 5R activities and open licenses. However, little attention is given to the technical aspects and tools that allow the user to interact with these resources. This study aims to answer five research questions regarding (a) 5R activities, (b) open licenses and intellectual property, (c) technical aspects, (d) tools for developing OER, and (e) the topic of sustainability. To answer these questions, a systematic review of systematic reviews on OER was conducted following the reporting checklist of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Sixteen studies were eligible and included in this review. The main findings suggest that although most studies did not mention the term 5R exactly, they mentioned related terms, such as share and adaptation. There was also a tendency toward focusing on more legal issues than technical aspects. Besides, most of the studies that mentioned tools discussed them as platforms to access OER, not exactly tools that encourage users to develop or adapt resources in an easy way. In relation to sustainability, several studies highlighted the relevance of developing sustainable OER models, but only a few suggested approaches to sustain an OER project. Therefore, with this article, we hope to raise awareness of the importance of the technical openness and tools that might contribute to fostering users’ engagement with the OER, helping them to act as producers and contributors rather than mere passive receivers.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85123889","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

Shifting Conversations on Online Distance Education in South Korean Society During the COVID-19 Pandemic: A Topic Modeling Analysis of News Articles COVID-19大流行期间韩国社会在线远程教育对话的变化:新闻文章的主题建模分析

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.7220

Kyungmee Lee, Tae-jong Kim, Berrin Cefa Sari, Aras Bozkurt

{"title":"Shifting Conversations on Online Distance Education in South Korean Society During the COVID-19 Pandemic: A Topic Modeling Analysis of News Articles","authors":"Kyungmee Lee, Tae-jong Kim, Berrin Cefa Sari, Aras Bozkurt","doi":"10.19173/irrodl.v24i3.7220","DOIUrl":"https://doi.org/10.19173/irrodl.v24i3.7220","url":null,"abstract":"This study explored the dominant discourses on online distance education (ODE) that emerged in South Korean society before, during, and after the COVID-19 pandemic. The authors conducted a topic modeling analysis of 8,865 news articles published by 24 South Korean media outlets between 2019 and 2021. Using the Latent Dirichlet Allocation (LDA) algorithm and social network analysis software (NetMiner), the top five topics and the top ten words associated with each topic were identified from each period. The authors observed significant changes not only in the number of news articles but also in the depth of the conversations published each year. The results have revealed several key points. First, ODE, previously considered marginal and abnormal, gained in normality across all educational levels in Korean society. Second, ODE discourses have been shaped by the unique cultural, historical, and technological infrastructure in South Korea. Third, a clear division between social-justice-oriented and business-oriented ODE discourses reflect a persistent inequality in Korean society. Finally, ODE discourses matured in 2021, with more critical and realistic perspectives on both the positives and negatives of ODE. The useful implications of such insights for post-pandemic ODE research and practice are further discussed. \u0000 ","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78669157","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

Effects of Using the WhatsApp Application on Iranian Intermediate EFL Learners’ Vocabulary Learning and Autonomy WhatsApp应用对伊朗中级英语学习者词汇学习和自主性的影响

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.7185

Kamran Janfeshan, Asmaa Nader Sharhan, Mohamad Mahdi Janfeshan

{"title":"Effects of Using the WhatsApp Application on Iranian Intermediate EFL Learners’ Vocabulary Learning and Autonomy","authors":"Kamran Janfeshan, Asmaa Nader Sharhan, Mohamad Mahdi Janfeshan","doi":"10.19173/irrodl.v24i3.7185","DOIUrl":"https://doi.org/10.19173/irrodl.v24i3.7185","url":null,"abstract":"The current study was planned to find out if the use of blended learning as a combination of face-to-face instruction and mobile-assisted language learning using WhatsApp contributed to the vocabulary learning and autonomy of Iranian EFL learners compared to the traditional method. To assess their English skills, PET was given to 80 homogenous intermediate learners at the beginning of the study. The study's intended participants were fifty EFL learners with scores that were within the intermediate competency level. Then, the participants were divided randomly to experimental and control groups to see how successful blended learning vs traditional education is at improving learners' vocabulary knowledge. One-way between-groups analysis of covariance was run. On post-test scores, the findings indicated a statistically significant difference between the experimental and control groups. Another one-way between-groups analysis of covariance was performed to assess the impact of two distinct blended learning vs traditional teaching treatments on EFL learners' autonomy. In post-test results, a significant difference between the control and experimental groups' performance was observed. This study provided insights into how technology may be applied to teach language components and skills.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135204904","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

Can Open Pedagogy Encourage Care? Student Perspectives 开放式教学法能促进关爱吗?学生的观点

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.6901

Deirdre Maultsaid, Michelle Harrison

{"title":"Can Open Pedagogy Encourage Care? Student Perspectives","authors":"Deirdre Maultsaid, Michelle Harrison","doi":"10.19173/irrodl.v24i3.6901","DOIUrl":"https://doi.org/10.19173/irrodl.v24i3.6901","url":null,"abstract":"As a response to the increasing commercialization of postsecondary education, educators argue for a practice of care in education. Open pedagogy (OP) seems like an ideal practice where care, trust, and inclusion can be realized. OP is characterized as a democratic and collaborative pedagogical practice, in which students and teachers work to co-create learning and knowledge using openly licensed materials, open platforms, and other open processes. The purposes of this study were, first, to reveal ways students in postsecondary institutions perceive care and, second, to determine how students suggest OP can be used to create an open/caring learning process. A task-oriented focus group method engaged students from four teaching-focused institutions. The students created open cases on social issues for class discussion and reflected on care and OP processes in postsecondary settings. Using four elements of the ethics of care—attentiveness, responsibility, competence, and trustworthiness—as conceptual categories, the study examined students’ experience of care and care in OP using affective coding and thematic analysis. The results showed that through OP, with teacher support and explicitly designed practices of care, students can assert their agency, have quintessential roles in creating and participating in highly relevant curriculum and importantly, care about others, and be cared for. OP is a process able to involve a diverse population of students and embody care as an all-encompassing practice.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91341077","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 Emergence of the Open Research University Through International Research Collaboration 开放研究型大学在国际研究合作中的出现

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.7328

Rebecca E. Heiser

{"title":"The Emergence of the Open Research University Through International Research Collaboration","authors":"Rebecca E. Heiser","doi":"10.19173/irrodl.v24i3.7328","DOIUrl":"https://doi.org/10.19173/irrodl.v24i3.7328","url":null,"abstract":"In higher education, international research collaboration functions as a visible mechanism of cooperation and competition, serving as a proxy for quality and academic excellence. Open universities use revolutionary education models but are not often associated with quality or academic excellence. To investigate the impact of international research collaboration by active researchers affiliated with open institutions, a bibliometrics analysis was conducted of three open universities and nine traditional, comparative universities between 2000 and 2022. The results indicate that research outputs that are open access, sponsored and funded, and developed with international coauthors have positive and statistically significant effects on citation counts. Moreover, international research collaboration significantly affects all universities, not just open institutions. The results conclude that researchers affiliated with open universities are only 4.3% less cited than their comparative peers, which is attributed to publication factors, research disciplines and subject areas, and journal characteristics. Findings are discussed and imply a strategic shift in the institutional functions and outputs of open universities as collaborative conduits of knowledge production and dissemination.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135203094","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

What If It’s All an Illusion? To What Extent Can We Rely on Self-Reported Data in Open, Online, and Distance Education Systems? 如果这一切都是幻觉呢?在开放、在线和远程教育系统中，我们能在多大程度上依赖自我报告数据?

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.7321

Yavuz Akbulut, Abdullah Saykılı, Aylin Öztürk, Aras Bozkurt

{"title":"What If It’s All an Illusion? To What Extent Can We Rely on Self-Reported Data in Open, Online, and Distance Education Systems?","authors":"Yavuz Akbulut, Abdullah Saykılı, Aylin Öztürk, Aras Bozkurt","doi":"10.19173/irrodl.v24i3.7321","DOIUrl":"https://doi.org/10.19173/irrodl.v24i3.7321","url":null,"abstract":"Online surveys are widely used in social science research as well as in empirical studies of open, online, and distance education. However, students’ responses are likely to be at odds with their actual behavior. In this context, we examined the discrepancies between self-reported use and actual use (i.e., learning analytics data) among 20,646 students in an open, online, and distance education system. The ratio of consistent responses to each of the 11 questions ranged from 43% to 70%, and the actual access to learning resources was significantly lower than self-reported use. In other words, students over-reported their use of learning resources. Females were more likely to be consistent in their responses. Frequency of visits to the open, online, and distance education system, grade point average, self-reported satisfaction, and age were positively correlated with consistency; students’ current semester was negatively correlated with consistency. Although consistency was not maintained between actual use and self-reported use, consistency was maintained between some of the self-report questionnaires (i.e., use vs. satisfaction). The findings suggested that system and performance data should be considered in addition to self-reported data in order to draw more robust conclusions about the accountability of open, online, and distance education systems.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135203098","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 3 编辑-第24卷，第3期

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.7508

Dietmar Kennepohl

引用次数: 0