The International Review of Research in Open and Distributed Learning最新文献_第9页

The Perception and Behavioral Intention Toward MOOCs: Undergraduates in China 中国大学生对mooc的认知与行为意向

The International Review of Research in Open and Distributed Learning Pub Date : 2023-02-01 DOI: 10.19173/irrodl.v24i1.6677

Kai Wang

引用次数: 0

Book Review: Metaphors of Ed Tech, authored by Martin Weller (AU Press, 2022) 书评：教育技术的隐喻》，作者：Martin Weller（AU Press，2022 年）

The International Review of Research in Open and Distributed Learning Pub Date : 2023-01-03 DOI: 10.19173/irrodl.v24i2.7061

Dominic Orr

引用次数: 0

Educational Experience and Instructional Design Effectiveness Within the Community of Inquiry Framework 探究共同体框架下的教育经验与教学设计效能

The International Review of Research in Open and Distributed Learning Pub Date : 2023-01-03 DOI: 10.19173/irrodl.v24i1.6751

Emerald Wilson, Zane L. Berge

{"title":"Educational Experience and Instructional Design Effectiveness Within the Community of Inquiry Framework","authors":"Emerald Wilson, Zane L. Berge","doi":"10.19173/irrodl.v24i1.6751","DOIUrl":"https://doi.org/10.19173/irrodl.v24i1.6751","url":null,"abstract":"Within its 20 years of development, the Community of Inquiry (CoI) framework has become the most widely used theoretical framework in e-learning. It is considered in much of the distance education literature to be a robust collaborative-constructivist process model that uses three essential elements to interpret educational experience: cognitive presence, teaching presence, and social presence. Widespread use of the CoI framework has resulted in several criticisms, such as having no guidelines for implementation, no incorporation of assessment and evaluation metrics, and no widespread consensus on the current model’s ability to represent all the contributing factors that promote a positive educational experience. However, there is an opportunity to overcome these shortcomings, some of which may exist, and to use the CoI’s extraordinary strength in creating a positive education experience, by adding instructional design effectiveness. The purpose of this combination of a literature review and opinion is to present the CoI framework and its major controversies to shine a light on its importance as one approach to designing critical parts of e-learning. Additionally, given the CoI’s purpose of creating a positive educational experience, this paper argues to make explicit to instructional designers and instructors the need to address using the CoI framework within an effective overall design.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135554536","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

“Someone in Their Corner”: Parental Support in Online Secondary Education “有人在他们的角落”:在线中等教育中的家长支持

The International Review of Research in Open and Distributed Learning Pub Date : 2023-01-03 DOI: 10.19173/irrodl.v24i1.6664

C. Hanny, Charles R. Graham, R. West, J. Borup

{"title":"“Someone in Their Corner”: Parental Support in Online Secondary Education","authors":"C. Hanny, Charles R. Graham, R. West, J. Borup","doi":"10.19173/irrodl.v24i1.6664","DOIUrl":"https://doi.org/10.19173/irrodl.v24i1.6664","url":null,"abstract":"Despite increased interest in K–12 online education, student engagement deficits and the resulting student attrition remain widespread issues. The Academic Communities of Engagement (ACE) framework theorizes that two groups support online student engagement: the personal community of support and the course community of support. However, more evidence is needed to understand how members of these communities, especially parents, support students in various contexts. Using insights gleaned from 14 semi-structured interviews of parents with students enrolled in online secondary school, this study adds support to the roles identified in the ACE framework by presenting real examples of parents supporting their online students’ affective, behavioral, and cognitive engagement. Findings also confirm patterns found in previous research that are not explained using the ACE framework, such as parental advocacy, communication with teachers, and self-teaching. We discuss how a systems approach to conceptualizing the ACE communities allows the framework to more accurately capture parents' perceived experiences within the personal community of support. We also discuss implications for both practitioners and members of students’ support structures.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83041562","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

SLOAN: Social Learning Optimization Analysis of Networks 斯隆:网络的社会学习优化分析

The International Review of Research in Open and Distributed Learning Pub Date : 2022-11-01 DOI: 10.19173/irrodl.v23i4.6484

D. Lemay, Tenzin Doleck, Christopher G. Brinton

{"title":"SLOAN: Social Learning Optimization Analysis of Networks","authors":"D. Lemay, Tenzin Doleck, Christopher G. Brinton","doi":"10.19173/irrodl.v23i4.6484","DOIUrl":"https://doi.org/10.19173/irrodl.v23i4.6484","url":null,"abstract":"Online discussion research has mainly been conducted using case methods. This article proposes a method for comparative analysis based on network metrics such as information entropy and global network efficiency as more holistic measures characterizing social learning group dynamics. We applied social learning optimization analysis of networks (SLOAN) to a data set consisting of Coursera courses from a range of disciplines. We examined the relationship of discussion forum uses and measures of network efficiency, characterized by the information flow through the network. Discussion forums vary greatly in size and in use. Courses with a greater prevalence of subject-related versus procedural talk differed significantly in seeking but not disseminating behaviors in massive open online course discussion forums. Subject-related talk was related to higher network efficiency and had higher seeking and disseminating scores overall. We discuss the value of SLOAN for social learning and argue for the experimental study of online discussion optimization using a discussion post recommendation system for maximizing social learning.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86799542","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

Impact of COVID-19 on Formal Education: An International Review of Practices and Potentials of Open Education at a Distance 2019冠状病毒病对正规教育的影响:远程开放教育的实践与潜力国际综述

The International Review of Research in Open and Distributed Learning Pub Date : 2022-11-01 DOI: 10.19173/irrodl.v23i4.6120

C. Stracke, R. Sharma, Aras Bozkurt, D. Burgos, Cécile Swiatek Cassafieres, Andreia Inamorato dos Santos, Jon Mason, Ebba S. I. Ossiannilsson, Gema Santos-Hermosa, J. Shon, Marian Wan, J. Agbu, R. Farrow, Özlem Karakaya, C. Nerantzi, M. Ramírez-Montoya, Gráinne Conole, Viên Trương, Glenda Cox

{"title":"Impact of COVID-19 on Formal Education: An International Review of Practices and Potentials of Open Education at a Distance","authors":"C. Stracke, R. Sharma, Aras Bozkurt, D. Burgos, Cécile Swiatek Cassafieres, Andreia Inamorato dos Santos, Jon Mason, Ebba S. I. Ossiannilsson, Gema Santos-Hermosa, J. Shon, Marian Wan, J. Agbu, R. Farrow, Özlem Karakaya, C. Nerantzi, M. Ramírez-Montoya, Gráinne Conole, Viên Trương, Glenda Cox","doi":"10.19173/irrodl.v23i4.6120","DOIUrl":"https://doi.org/10.19173/irrodl.v23i4.6120","url":null,"abstract":"In terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the “new normal.” Of all the challenges, face-to-face and formal teaching have been most heavily affected. Despite some education systems demonstrating resilience, a major challenge is sustaining quality and inclusiveness in formal education suddenly delivered at a distance. In probing these issues, this article profiles international perspectives on the role of open education in responding to the impact on formal school and higher education caused by the COVID-19 pandemic. We proceed by highlighting and analysing practices and case studies from 13 countries representing all global regions, identifying and discussing the challenges and opportunities that have presented themselves. Reports cover the period from the beginning of 2020 until 11 March 2021, the first anniversary of the COVID-19 outbreak as declared by the World Health Organization. In our comparative study, we identify seven key aspects of which three (missing infrastructure and sharing OER, open education and access to OER, and urgent need for professional development and training for teachers) are directly related to open education at a distance. After comparing examples of existing practice, we make recommendations and offer insights into how open education strategies can lead to interventions that are effective and innovative—to improve formal education at a distance in schools and universities in the future.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86408962","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: 11

Book Review - An Introduction to Open Education 书评——开放教育导论

The International Review of Research in Open and Distributed Learning Pub Date : 2022-11-01 DOI: 10.19173/irrodl.v23i4.6494

Michael Paskevicius

引用次数: 1

Emergency Online Learning: The Effects of Interactional, Motivational, Self-Regulatory, and Situational Factors on Learning Outcomes and Continuation Intentions 紧急在线学习:互动、动机、自我调节和情境因素对学习结果和继续意愿的影响

The International Review of Research in Open and Distributed Learning Pub Date : 2022-09-01 DOI: 10.19173/irrodl.v23i3.6078

Jun Lei, Teng Lin

{"title":"Emergency Online Learning: The Effects of Interactional, Motivational, Self-Regulatory, and Situational Factors on Learning Outcomes and Continuation Intentions","authors":"Jun Lei, Teng Lin","doi":"10.19173/irrodl.v23i3.6078","DOIUrl":"https://doi.org/10.19173/irrodl.v23i3.6078","url":null,"abstract":"This study investigated the effects of interactional, motivational, self-regulatory, and situational factors on university students’ online learning outcomes and continuation intentions during the COVID-19 pandemic. Data were collected from 255 students taking a business course at a university in southern China. Hierarchical multiple regression analyses revealed that while family financial hardship caused by COVID-19 was a marginally significant negative predictor of students’ learning outcomes, learner–content interaction; instructors’ provision of e-resources, course planning, and organisation; and students’ intrinsic goal orientation and meta-cognitive self-regulation were significant positive predictors with the latter two sets of predictors mediating the effects of learner–instructor and learner–learner interactions, respectively. Multinominal logistic regression analyses showed that learner–instructor interaction, learner–content interaction, and private learning space were significant positive predictors of students’ intentions to continue with online learning, but learner–learner interaction was a significant negative predictor. These findings point to the differential effects of various types of interactional and situational factors on learning outcomes and continuation intentions, and the instructor- and learner-level factors that mediate the effects of learner–instructor and learner–learner interactions on learning outcomes. They contribute to our understandings of emergency online learning and provide implications for facilitating it.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74937615","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: 2

Book Review: Reimagining Digital Learning for Sustainable Development: How Upskilling, Data Analytics, and Educational Technologies Close the Skill Gap 书评:为可持续发展重新构想数字学习:如何提高技能、数据分析和教育技术缩小技能差距

The International Review of Research in Open and Distributed Learning Pub Date : 2022-09-01 DOI: 10.19173/irrodl.v23i3.6242

S. Panda

引用次数: 0

Latent Profiles of Online Self-Regulated Learning: Relationships with Predicted and Final Course Grades 在线自主学习的潜在特征:与预期成绩和最终成绩的关系

The International Review of Research in Open and Distributed Learning Pub Date : 2022-09-01 DOI: 10.19173/irrodl.v23i2.5946

Diana Mindrila, Li Cao

{"title":"Latent Profiles of Online Self-Regulated Learning: Relationships with Predicted and Final Course Grades","authors":"Diana Mindrila, Li Cao","doi":"10.19173/irrodl.v23i2.5946","DOIUrl":"https://doi.org/10.19173/irrodl.v23i2.5946","url":null,"abstract":"This study used a combined person- and variable-centered approach to identify self-regulated online learning latent profiles and examine their relationships with the predicted and earned course grades. College students (N=177) at a Southeastern U.S. university responded to the Online Self-Regulated Learning Questionnaire. Exploratory structural equation modeling revealed four self-regulation factors: goal setting, environment management, peer help-seeking, and task strategies. Latent profile analysis yielded four latent profiles: Below Average Self-Regulation (BASR), Average Self-Regulation (ASR), Above Average Self-Regulation (AASR), and Low Peer Help-Seeking (LPHS). Compared with the AASR group, when students anticipated obtaining a higher course grade, they were less likely to engage in peer help-seeking and task strategies and more likely to adopt the LPHS self-regulation profile. Relating to LPHS, membership to all other groups predicted significantly lower course grades. AASR and LPHS predicted their performance most accurately, with non-significant differences between the predicted and the final course grades.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81399085","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