Open Praxis最新文献_第6页

Exploring the Relationship Between Personality Traits and e-Learning Autonomy of Distance Education Students 远程教育学生人格特质与网络学习自主性的关系研究

IF 1.6

Open Praxis Pub Date : 2022-01-01 DOI: 10.55982/openpraxis.14.4.155

Mehmet Firat

引用次数: 0

Comparison of the Satisfaction of Students who Use Different Learning Management Systems in Distance Education Processes 使用不同学习管理系统的学生在远程教育过程中的满意度比较

IF 1.6

Open Praxis Pub Date : 2022-01-01 DOI: 10.55982/openpraxis.14.2.152

Erdi Okan Yılmaz

{"title":"Comparison of the Satisfaction of Students who Use Different Learning Management Systems in Distance Education Processes","authors":"Erdi Okan Yılmaz","doi":"10.55982/openpraxis.14.2.152","DOIUrl":"https://doi.org/10.55982/openpraxis.14.2.152","url":null,"abstract":"This study aims to compare the distance education process and system-related satisfaction of students using different learning management systems (Moodle, Google Classroom). Research samples of this mixed explanatory design comprise a total of 7318 students enrolled in U ş ak University for the 2020–2021 academic year. The sample categories include 3294 students using Moodle and 3332 utilizing Classroom system besides the 692 students who experienced both environments. Research data were collected by a questionnaire, semi-structured interview form and system log records. At the end of the six-week application process, a distance education process satisfaction questionnaire was applied to the students with the experience in both education software and their opinions were obtained. The results regarding the sample including students with experience on both software tools indicate the students using Classroom have higher satisfaction levels in the distance education process in system infrastructure, online lecture system, assessment, and evaluation dimensions than the ones using Moodle. The qualitative data collected from the interview form hints at problems the students experienced in the synchronous-asynchronous, test and assessment systems of the Moodle system which reduced their satisfaction.","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":"79884995","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

Systemic Tensions in the MOOC Design Cycle: An Activity Systems Analysis upon Implementing edX for Latin America and the Caribbean MOOC设计周期中的系统张力:拉丁美洲和加勒比地区实施edX的活动系统分析

IF 1.6

Open Praxis Pub Date : 2021-12-31 DOI: 10.5944/openpraxis.13.3.138

Fabian Freire

{"title":"Systemic Tensions in the MOOC Design Cycle: An Activity Systems Analysis upon Implementing edX for Latin America and the Caribbean","authors":"Fabian Freire","doi":"10.5944/openpraxis.13.3.138","DOIUrl":"https://doi.org/10.5944/openpraxis.13.3.138","url":null,"abstract":"This report presents the activity systems analysis of the general MOOC design process adopted by a multidisciplinary team for delivering edX courses to Latin America and the Caribbean (LAC). This report builds on Freire’s (2020) exploratory case study, which applied work-based learning theory and activity systems theory to determine whether and how 20 participants selected from the Hemispheric Development Fund’s MOOC design team (HDFx) experienced work-based learning through their collaboration during the MOOC program’s initial professionalization period. Activity systems models are developed to identify systemic tensions for each of the five phases in the MOOC design cycle: Needs Assessment, Instructional Design, Production, Implementation, and Evaluation. Such contradictions are further analyzed to formulate three main system-wide tensions that acted as triggers for the work-based learning reported by participants: 1) skill gaps for implementing the edX platform, 2) edX’s limited techno-pedagogical affordances, and 3) organizational structures inhibiting multidisciplinary collaboration among participants and limiting the professionalization of the HDFx MOOC program. The report concludes by integrating the theoretical underpinnings of the case study with its four primary findings.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81181340","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

Book Review of Evaluating Online Teaching: Implementing Best Practices 评价在线教学:实施最佳实践书评

IF 1.6

Open Praxis Pub Date : 2021-12-31 DOI: 10.5944/openpraxis.13.3.149

N. Azhar, M. K. M. Nasir

引用次数: 0

Surfing on Three Waves of MOOCs: An Examination and Snapshot of Research in Massive Open Online Courses 浏览mooc的三波浪潮:大规模网络开放课程研究的考察与快照

IF 1.6

Open Praxis Pub Date : 2021-12-31 DOI: 10.5944/openpraxis.13.3.132

Aras Bozkurt

引用次数: 6

OER Certification of Individuals and Organisations in Higher Education: Implementations Worldwide 高等教育个人和组织的OER认证:全球实施

IF 1.6

Open Praxis Pub Date : 2021-12-31 DOI: 10.5944/openpraxis.13.3.265

Sandra Schön, Martin Ebner, Elfriede Berger, Gerhard Brandhofer, Ortrun Gröblinger, Tanja Jadin, Michael Kopp, Hans-Peter Steinbacher, Charlotte Zwiauer

引用次数: 1

Introduction to Open Praxis Volume 13 Issue 3 开放实践介绍第13卷第3期

IF 1.6

Open Praxis Pub Date : 2021-12-31 DOI: 10.5944/openpraxis.13.3.472

Inés Gil-Jaurena

引用次数: 0

Faculty Support in Higher Education Provided by University Administration during Emergency Remote Teaching: A Case Study 大学管理在紧急远程教学中对高等教育教师的支持:个案研究

IF 1.6

Open Praxis Pub Date : 2021-12-31 DOI: 10.5944/openpraxis.13.3.131

Murat Sümer, Berna Yüner

{"title":"Faculty Support in Higher Education Provided by University Administration during Emergency Remote Teaching: A Case Study","authors":"Murat Sümer, Berna Yüner","doi":"10.5944/openpraxis.13.3.131","DOIUrl":"https://doi.org/10.5944/openpraxis.13.3.131","url":null,"abstract":"COVID-19 caused a global crisis and influenced approximately 1.5 billion students. Due to the threat of COVID-19, schools and universities suspended all the face to face classes and faced a mandatory transition to online learning to continue their teaching and learning. Teachers and students did not have time to prepare or get supported for emergency remote teaching. This study aims to examine the support services provided by the university administration to the faculty in Turkey. So it is designed as a case study, which is one of the qualitative methods in education. Regarding the findings related to support systems in the time of emergency remote teaching provided by the universities, it can be seen that administrative and technical supports were well provided. However, it can be said that the universities ignored their faculties' needs regarding academic support as well as counseling support, which faculty needed most. Although library support is one of the support systems in the literature, faculty mentioned that they did not need any support in this regard. Peer support can be shown as the most prominent type of support in the emergency remote teaching, although it is not included in the open and distance learning literature for faculty.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79468935","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

Assessment, Interaction and Technology in Distance Education: A Netnographic Study at a Brazilian Virtual University 远程教育中的评估、互动与技术:巴西一所虚拟大学的网络研究

IF 1.6

Open Praxis Pub Date : 2021-12-31 DOI: 10.5944/openpraxis.13.3.133

Édison Trombeta De Oliveira

引用次数: 0

A Classification Approach with Machine Learning Methods for Technical Problems of Distance Education: Turkey Example 基于机器学习方法的远程教育技术问题分类方法:土耳其实例

IF 1.6

Open Praxis Pub Date : 2021-12-31 DOI: 10.5944/openpraxis.13.3.215

R. Yayla, Halime Yayla, Gizem Ortaç, T. Bilgin

引用次数: 1