Open Praxis最新文献_第5页

Investigation of Kyrgyz Learners’ Engagement in Online Courses 吉尔吉斯语学习者在线课程参与度调查

IF 1.6

Open Praxis Pub Date : 2022-01-01 DOI: 10.55982/openpraxis.14.2.158

Gülgün Afacan Adanır, Gulshat Muhametjanova, Azat Akmatbekova

引用次数: 1

Open and Distance Learning Vision of Higher Education Institutions in Turkey: Implications for Leadership 土耳其高等教育机构的开放和远程学习愿景:对领导力的影响

IF 1.6

Open Praxis Pub Date : 2022-01-01 DOI: 10.55982/openpraxis.14.1.480

M. Kara

引用次数: 1

Final Report of a Novel and Successful Online Pubic Health Capacity Building Experiment – Peoples-uni 一项新颖而成功的在线公共卫生能力建设实验——人民大学的最终报告

IF 1.6

Open Praxis Pub Date : 2022-01-01 DOI: 10.55982/openpraxis.14.1.150

R. Heller, A. Barrett, Omo Oaiya, Jane Heller, R. Madhok

引用次数: 1

(Re)considering Motivational Scaffolding: A Mixed-Method Study on Turkish Students’ Perspectives on Online Learning Before and During the Pandemic (重新)考虑动机脚手架:在大流行之前和期间对土耳其学生在线学习观点的混合方法研究

IF 1.6

Open Praxis Pub Date : 2022-01-01 DOI: 10.55982/openpraxis.14.3.466

Serpil Meri-Yilan

{"title":"(Re)considering Motivational Scaffolding: A Mixed-Method Study on Turkish Students’ Perspectives on Online Learning Before and During the Pandemic","authors":"Serpil Meri-Yilan","doi":"10.55982/openpraxis.14.3.466","DOIUrl":"https://doi.org/10.55982/openpraxis.14.3.466","url":null,"abstract":"Motivational scaffolding is of key importance in online learning since online learners are isolated alone. Recently, this need has doubled with the educational disruption because of the COVID-19 pandemic, which moved classroom learning to entirely online. However, little research has been particularly conducted to explore the perceptions of online learning before and during the pandemic. Therefore, this study empirically investigated 26 university-level Turkish students' experiences in learning online before the pandemic and teacher support in the time of crisis. Data were collected through a mixed-method research design conducting a questionnaire and interviewing via dialogue journals and essay writing. The data were analysed through descriptive statistics and coding themes based on deductive and inductive approaches. The findings from quantitative data analysis revealed that students believed the advantages of online learning resources (OLRs) for their own learning but still needed teacher support. Furthermore, the results from the qualitative data analysis demonstrated that students needed teacher-student interaction most and favoured motivational scaffolding in this regard. The study shed light on the role of caring for learning as motivational scaffolding and calls for an institutional development for the integration of pedagogy of care into online education.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81898755","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 Value of Providing Online Students with Dedicated Affective Support, Particularly during Times of Crisis 为在线学生提供专门情感支持的价值，特别是在危机时期

IF 1.6

Open Praxis Pub Date : 2022-01-01 DOI: 10.55982/openpraxis.14.3.497

Liesl Scheepers, G. van den Berg

{"title":"The Value of Providing Online Students with Dedicated Affective Support, Particularly during Times of Crisis","authors":"Liesl Scheepers, G. van den Berg","doi":"10.55982/openpraxis.14.3.497","DOIUrl":"https://doi.org/10.55982/openpraxis.14.3.497","url":null,"abstract":"In addition to academic support, the provision of dedicated affective support during a student's online learning journey has a significant impact on their emotional wellbeing and ability to remain engaged with their studies. This kind of support is even more essential during times of crisis, such as the COVID-19 pandemic, during which students may feel isolated, vulnerable, and overwhelmed by the events taking place around them. This study reports on the value of such support provided by a dedicated affective support mechanism. Within a case study design, 34 participants were purposefully selected to collect data by using focus groups and individual online interviews. The Community of Inquiry framework guided the study. The findings revealed that although students' dependence on emotional support varied, they recognised that feeling the social presence of a dedicated person who was able to support them emotionally played a key role in their sense of connection to their online learning communities. Recommendations include the consideration of institutions offering online and distance education to plan for a dedicated third party focusing on the facilitation of a stronger sense of emotional connectedness and wellbeing.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81033545","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

Brief Report on Open Praxis and Introduction to Volume 14 issue 1 关于开放实践的简要报告和第14卷第1期的导言

IF 1.6

Open Praxis Pub Date : 2022-01-01 DOI: 10.55982/openpraxis.14.1.526

I. Gil-Jaurena

引用次数: 0

Gaining an Insight into Learner Satisfaction in MOOCs: An Investigation through Blog Mining 基于博客挖掘的mooc学习者满意度调查

IF 1.6

Open Praxis Pub Date : 2022-01-01 DOI: 10.55982/openpraxis.14.3.490

M. Ustaoğlu, Volkan Kukul

引用次数: 0

Editorial Open Praxis Volume 14 Issue 4 编辑开放实践第14卷第4期