The International Review of Research in Open and Distributed Learning最新文献_第6页

An Example of Using Collaborative Online International Learning for Petroleum and Chemical Engineering Undergraduate Courses 石油与化学工程本科课程国际合作在线学习实例

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.7227

Helen Durand, Saad Balhasan

引用次数: 0

University Educators’ Experience of Personal Learning Networks to Enhance Their Professional Knowledge 高校教育工作者利用个人学习网络提升专业知识的经验

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.7053

Kay Oddone

{"title":"University Educators’ Experience of Personal Learning Networks to Enhance Their Professional Knowledge","authors":"Kay Oddone","doi":"10.19173/irrodl.v24i3.7053","DOIUrl":"https://doi.org/10.19173/irrodl.v24i3.7053","url":null,"abstract":"This paper explores the experiences of university educators who use personal learning networks (PLNs) to enhance professional knowledge. With growing expectations to design and deliver effective online learning experiences, the PLN may offer flexible and supportive professional learning opportunities that build digital pedagogical capabilities. Previous research investigating PLNs has focused on how school teachers leverage social technologies to build these networks. However, there is limited examination of PLN use by university educators. This research is informed by the theories of networked learning and connectivism and uses a case study approach to deeply consider the experiences of five university educators from different disciplines across the globe. They share their understanding of the concept of the PLN, the influence of the COVID-19 pandemic, and how their PLN affects their digital pedagogies. The findings reveal nuanced insights of university educators’ real-life experience, shedding light on how the use of social media and other digital tools for professional learning is changing and the implications this has for the development of university educators’ understandings of digital pedagogies.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73126513","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

Distance Mathematics Teaching and Academic Performance in Morocco 摩洛哥远程数学教学与学习成绩

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.7150

Salwa El Abbadi, Moulay Ismail Hafidi Alaoui

引用次数: 0

Book Review: (Open) Educational Resources Around the World: An International Comparison, edited by Victoria I. Marín, Laura N. Peters, and Olaf Zawacki-Richter (EdTechBooks.org, 2022) 书评:(开放)世界各地的教育资源:国际比较，维多利亚·I.编辑Marín，劳拉·n·彼得斯，奥拉夫·扎瓦奇-里希特(EdTechBooks.org, 2022)

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.7314

Victoria I. Marín, Laura N. Peters

引用次数: 0

Can Online Short Courses Foster Business Education for Sustainable Development? 在线短期课程能促进可持续发展的商业教育吗?

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.6954

Subas Dhakal

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Online Student Engagement: The Overview of HE in Indonesia 在线学生参与:印尼高等教育概述

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.7125

I. F. Kristiana, Unika Prihatsanti, Ermida Simanjuntak, C. Widayanti

{"title":"Online Student Engagement: The Overview of HE in Indonesia","authors":"I. F. Kristiana, Unika Prihatsanti, Ermida Simanjuntak, C. Widayanti","doi":"10.19173/irrodl.v24i3.7125","DOIUrl":"https://doi.org/10.19173/irrodl.v24i3.7125","url":null,"abstract":"The use of technology in higher education learning has been shown to increase student engagement. However, how its application can increase student engagement is still largely unreported in Indonesia, especially during and after COVID-19, when online learning was used massively and suddenly. This study aims to examine students’ engagement with online learning using a sequential explanatory mixed-method study design that is expected to produce in-depth information. The study involved a number of n = 775 students, with 149 participants who identified themselves as male (19.3%) and 626 participants who identified themselves as female (80.7%). The age range of the participants was 18 to 22 years (M-age = 20.12). Quantitative data analysis was carried out using descriptive tests and ANOVA variance tests, while qualitative data analysis was carried out using thematic analysis. Integration of quantitative and qualitative data analyses results was conducted using a joint display approach. The results showed that 94.45% (n = 732) of students had low engagement scores. Gender and field of study were found to have no effect on the level of student engagement in online learning (F 1,775 = 3.259, p = .071, η2 = .004). Data integration results showed that online learning reduces emotional attachment, participation, and performance, although it does not reduce students’ skill engagement. Based on student experience, online learning is considered less effective than in-person learning. Students with higher self-regulation show engagement in online learning. The online learning model needs an effective formula for increasing student engagement, in addition to help students develop self-regulation skills.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89386978","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

OXREF: Open XR for Education Framework 开放XR教育框架

The International Review of Research in Open and Distributed Learning Pub Date : 2023-09-06 DOI: 10.19173/irrodl.v24i3.7109

Ishan Sudeera Abeywardena

{"title":"OXREF: Open XR for Education Framework","authors":"Ishan Sudeera Abeywardena","doi":"10.19173/irrodl.v24i3.7109","DOIUrl":"https://doi.org/10.19173/irrodl.v24i3.7109","url":null,"abstract":"Extended reality (XR), which encompasses virtual reality (VR), augmented reality (AR), and mixed reality (MR), offers powerful affordances for improving teaching and learning experiences in a post-pandemic world. Increasingly, many governments and institutions around the world are making major investments in XR technologies to prepare education systems for the future. However, many of these investments remain isolated pilot projects which, while they attest to the potential of XR in education, are unlikely to be scaled up due to lack of sustainability and collaboration. Based on literature and empirical evidence, I have identified major barriers to the wider adoption of XR in education, including the lack of (a) open content, tools, and skills; (b) sound pedagogy and instructional design; and (c) scalability and sustainability. As a potential solution, I introduce the Open XR for Education Framework (OXREF), an empirical framework that proposes a holistic solution to XR object creation, implementation, and deployment, while covering pedagogical, technological, and policy perspectives. The contribution of the OXREF is its ability to build fit-for-purpose XR experiences in a scalable, sustainable, and collaborative manner while promoting openness, accessibility, equity, and reuse. The novelty of the proposed framework is its use of open educational resources (OER), open educational practices (OEP), as well as free and open-source software (FOSS) tools and platforms. Its cloud-based infrastructure and open licenses support viable operationalization strategies that can be implemented by educational institutions and governments.","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":"135203093","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 2 编辑-第24卷，第2期

The International Review of Research in Open and Distributed Learning Pub Date : 2023-05-31 DOI: 10.19173/irrodl.v24i2.7339

R. McGreal

引用次数: 0

Instructor Leadership and the Community of Inquiry Framework: Applying Leadership Theory to Higher Education Online Learning 教师领导与探究共同体框架:领导理论在高等教育在线学习中的应用

The International Review of Research in Open and Distributed Learning Pub Date : 2023-05-31 DOI: 10.19173/irrodl.v24i2.6953

Sally Meech, Adrie A. Koehler

{"title":"Instructor Leadership and the Community of Inquiry Framework: Applying Leadership Theory to Higher Education Online Learning","authors":"Sally Meech, Adrie A. Koehler","doi":"10.19173/irrodl.v24i2.6953","DOIUrl":"https://doi.org/10.19173/irrodl.v24i2.6953","url":null,"abstract":"Higher education institutions continue to invest in online learning, yet research indicates instructors often lack experience, preparation, and guidance for teaching online. While instructor leadership is essential for meaningful online learning, few studies have investigated online instructors’ leadership behaviors. This study offers new insights into the conceptual and empirical alignment between instructor leadership, as interpreted through the dual lenses of organizational leadership theory and the Community of Inquiry (CoI) framework, proposing instructor leadership as foundational to the teaching and learning experience in a CoI. Specifically, the convergent mixed methods study investigated students’ (N = 87) and instructors’ (N = 7) perceptions of instructor servant leadership (SL) behaviors in an online graduate-level course designed to facilitate a CoI. Results demonstrate instructor SL behaviors were perceived differently by students and instructors, instructors’ self-perceptions were generally higher than students’ perceptions, and students’ perceptions of instructor SL were positively correlated with their satisfaction with the course and instructor. Implications offer insights into instructor leadership behaviors important for developing instructor leadership presence to facilitate meaningful learning and student satisfaction in higher education online learning.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79745161","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

Developing a Conceptual Model of Self-Directed Learning in Virtual Environments for Medical Sciences Students 医学生虚拟环境下自主学习概念模型的建立

The International Review of Research in Open and Distributed Learning Pub Date : 2023-05-31 DOI: 10.19173/irrodl.v24i2.7024

Zohrehsadat Mirmoghtadaie, Mohsen Keshavarz, Noushin Kohan, Soleiman Ahmady

{"title":"Developing a Conceptual Model of Self-Directed Learning in Virtual Environments for Medical Sciences Students","authors":"Zohrehsadat Mirmoghtadaie, Mohsen Keshavarz, Noushin Kohan, Soleiman Ahmady","doi":"10.19173/irrodl.v24i2.7024","DOIUrl":"https://doi.org/10.19173/irrodl.v24i2.7024","url":null,"abstract":"Identification of key factors affecting the self-directed learning process in the virtual environment of medical education is vital. In this article, we designed a model that describes the self-directed learning process in the virtual learning environment for post graduate students of medical sciences in Iran. This study was carried out in two steps: first, using a qualitative study, we explored the formation of a self-directed learning process in the virtual environment. Second, a review of the literature was conducted to identify the conceptual models. Finally, based on the results, a self-directed learning model for virtual learning was developed. A total of 25 people were research participants in the qualitative part, and individual interviews were conducted with both faculty members and students. There were 1,049 codes, 80 subcategories, 15 categories, and 5 themes extracted from the interviews and through analysis. The themes included (a) backgrounds and requirements, (b) support, discipline, and coordination of the educational system, (c) students’ effort to manage to learn, (d) efficiency, attractiveness, and organization of educational environments and context, and (e) personal excellence, growth, and development. The self-directed learning process in virtual environments consists of some elements and structures, and a description of the relationship between these elements can be the basis of educational planning to develop and compile an effective evaluation of this skill.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135300473","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