International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance最新文献

{"title":"Un accès payant pour des ressources éducatives en licence Creative Commons : un paradoxe étudié au prisme d’une étude de cas, Faq2Sciences","authors":"Matthieu Cisel, Nicolas Laudier","doi":"10.55667/10.55667/ijede.2024.v39.i1.1316","DOIUrl":"https://doi.org/10.55667/10.55667/ijede.2024.v39.i1.1316","url":null,"abstract":"Le projet Faq2Sciences porté par l’Université Numérique Thématique Unisciel représente une banque de plusieurs milliers d’exercices en sciences naturelles, mathématiques et informatiques, alimentée par de nombreuses institutions d’enseignement supérieur. Il s’inscrit dans une logique de mutualisation des ressources éducatives libres (REL) de l’enseignement supérieur français, problématique qui a connu une recrudescence d’intérêt à l’occasion des confinements qui eurent lieu durant la pandémie de COVID-19. A travers une analyse quantitative des métadonnées associées aux exercices menée notamment au prisme de la théorie de l’échange social, nous montrons que prédominent les licences Creative Commons, alors même que l’accès plein et entier à ces ressources implique pour les institutions concernées de s’affranchir d’un abonnement annuel. Nous nous basons sur cette étude de cas pour discuter d’un paradoxe : le développement de ressources pédagogiques sur lesquelles sont apposées des licences de libre diffusion, mais qui n’en demeurent pas moins relativement difficiles d’accès dans la mesure où un paiement est demandé. Loin d’être un cas isolé en France, ce projet révèle certaines des difficultés que rencontrent les institutions qui veulent concilier impératifs économiques et idéaux des licences libres. \u0000  \u0000Faq2Sciences represents an exercise database in natural sciences, mathematics, and computer science; it is designed by a consortium of French institutions of higher education. The mutualization of open educational resources (OER) at a national scale has seen a resurgence of interest during the lockdowns which took place during the COVID-19 pandemic, and discourses promoting open licenses for educational content have gained momentum. However, they are hindered by the fact that such initiatives need to be economically sustainable. In the present article, we use Faq2Sciences to illustrate this contradiction through a quantitative analysis of the metadata associated with the exercises. The fact that public institutions broadcast resources with open licenses, but ask for a fee to provide access to the database due to economic imperatives has become a growing paradox in France. As it hampers the development of a culture of open education, it needs to be addressed by the research community. Through the lens of the social exchange theory, notably, we analyze why content designers favor different types of Creative Commons licenses, while at the same time the overarching institution, Unisciel, requires a subscription to access the content.","PeriodicalId":515519,"journal":{"name":"International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance","volume":" 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827728","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}

{"title":"Field placements during a global pandemic","authors":"Susan Burke, Lisa Kyle, Joanna Pierce, Rachel Anatole","doi":"10.55667/10.55667/ijede.2024.v39.i1.1312","DOIUrl":"https://doi.org/10.55667/10.55667/ijede.2024.v39.i1.1312","url":null,"abstract":"This study describes research conducted with Master of Social Work (MSW) students and alumni who completed all or part of their graduate practicum during the height of the COVID-19 pandemic. It arises from observations by the first three authors, who are all faculty in a post-secondary social work program in northern British Columbia. These faculty observed that, despite myriad challenges associated with the COVID-19 pandemic, many graduate students reported benefits from completing a practicum during this time. Semi-structured interviews were conducted with 11 participants, revealing three themes: 1) advantages from flexibility in completing practicum requirements, 2) enhanced connections, and 3) richer learning experiences. This article discusses those themes and their sub-themes, and offers suggestions for how the people involved with post-secondary professional programs can use what was learned from the unprecedented time around the COVID-19 pandemic to inform field education. As people involved in post-secondary professional programs, faculty and staff, university administrators, community organizations and professionals, and accreditation bodies may find this study helpful.\u0000Keywords: Field education, practicum placements, COVID-19, student experiences\u0000Stages pendant une pandémie mondiale : Leçons tirées d'expériences positivesRésumé : Cette étude décrit la recherche menée auprès d'étudiants et d'anciens étudiants en maîtrise en travail social (MSW) qui ont effectué la totalité ou une partie de leur stage d'études supérieures au plus fort de la pandémie de COVID-19. Elle découle d’observations effectuées par les trois premiers auteurs, qui sont tous professeurs dans un programme postsecondaire de travail social dans le nord de la Colombie-Britannique. Ces professeurs ont observé que, malgré la myriade de défis associés à la pandémie de COVID-19, de nombreux étudiants diplômés ont déclaré avoir tiré profit de la réalisation d'un stage pendant cette période. Des entretiens semi-structurés ont été menés avec 11 participants, révélant trois thèmes : 1) les avantages de la flexibilité pour remplir les exigences du stage, 2) l'amélioration des relations et 3) des expériences d'apprentissage plus riches. Cet article aborde ces thèmes et leurs sous-thèmes, et propose des suggestions sur la manière dont les personnes impliquées dans les programmes professionnels post-secondaires peuvent utiliser les enseignements tirés de cette période sans précédent de la pandémie de COVID-19 concernant les formations pratiques. Les personnes impliquées dans les programmes professionnels post-secondaires, le corps enseignant et le personnel, les administrateurs d'université, les organisations et les professionnels de la communauté, ainsi que les organismes d'accréditation, sont susceptibles de tirer profit de cette étude.Mots-clés : Formation sur le terrain, stages pratiques, COVID-19, expériences des étudiants","PeriodicalId":515519,"journal":{"name":"International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance","volume":" 56","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826923","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}

{"title":"Lecturers’ perceptions of a learning management system migration at an open distance learning institution","authors":"Piera Biccard, Phumza Makgato-Khunou","doi":"10.55667/10.55667/ijede.2023.v38.i2.1300","DOIUrl":"https://doi.org/10.55667/10.55667/ijede.2023.v38.i2.1300","url":null,"abstract":"Learning management systems (LMSs) are common in higher education institutions and form the backbone of open distance and e-learning (ODeL) institutions. Migrating to any new form of technology is known to be a challenging endeavour and LMSs are no exception. This study uses the Unified Theory of Acceptance and Use of Technology (UTAUT) model to analyse open-ended responses to a questionnaire sent to lecturers at an ODeL institution during the migration from one LMS to another. In the study, 83 responses are analysed, and six major themes are discussed. The results indicate that timely and specific support is critical in a technological migration process, and communication around the migration is vital to the morale of lecturers involved. We noted many instances of anxiety due to increased workload factors. We recommend that institutions migrating from one LMS to another conduct pilot studies and focus on clear and effective communication while not underestimating the resources needed for successful migration processes.\u0000Keywords: Learning management systems, LMS, migration, Unified Theory of Acceptance and Use of Technology, UTAUT, open distance institutions\u0000Perceptions des enseignants concernant la migration d'un système de gestion de l'apprentissage dans un établissement de formation ouverte et à distance\u0000Résumé : Les systèmes de gestion de l'apprentissage (LMS) sont courants dans les établissements d'enseignement supérieur et constituent l'épine dorsale des établissements de formation ouverte et à distance (FOAD). La migration vers toute nouvelle forme de technologie est connue pour être une entreprise difficile et les LMS ne font pas exception à la règle. Cette étude utilise le modèle de la théorie unifiée de l'acceptation et de l'utilisation des technologies (UTAUT) pour analyser les réponses ouvertes à un questionnaire envoyé aux enseignants d'un établissement de FOAD pendant la migration d'un LMS à un autre. L'étude analyse 83 réponses et aborde six thèmes principaux. Les résultats indiquent qu'un soutien spécifique et opportun est essentiel dans un processus de migration technologique, et que la communication autour de la migration est vitale pour le moral des enseignants concernés. Nous avons relevé de nombreux cas d'anxiété dus à l'augmentation de la charge de travail. Nous recommandons aux institutions qui migrent d'un LMS à un autre de mener des études pilotes et de se concentrer sur une communication claire et efficace tout en ne sous-estimant pas les ressources nécessaires à la réussite des processus de migration.\u0000Mots-clés : Systèmes de gestion de l'apprentissage, LMS, migration, théorie unifiée de l'acceptation et de l'utilisation de la technologie, UTAUT, établissements de formation ouverte et à distance","PeriodicalId":515519,"journal":{"name":"International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance","volume":"63 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140436720","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}

{"title":"Tomorrow Never Comes, But It [Education] Gives You Hope","authors":"B. Parry","doi":"10.55667/10.55667/ijede.2023.v38.i2.1309","DOIUrl":"https://doi.org/10.55667/10.55667/ijede.2023.v38.i2.1309","url":null,"abstract":"Higher education in the correctional environment is endorsed globally as the most effective tool for rehabilitation. Studies from the Global North have researched correctional education and its accessibility, but few of those have focused specifically on incarcerated women’s access to tertiary education online. Even fewer consider this topic within the context of the Global South. This study aimed to address that gap by providing a holistic perspective of South African women’s experiences of e-learning and distance higher education while incarcerated. As a qualitative research study utilising feminist narrative inquiry, the lived experiences of seven women incarcerated in the largest correctional facility in South Africa are uncovered through narrative analysis. The findings describe women’s pathways towards obtaining an education online, the challenges they encountered, and the role support played in their completing a tertiary degree through distance education. Ultimately, the findings reveal that online higher education moves beyond student rehabilitation, to enhance the overall well-being of these students and enable them to cultivate empathic relationships with their peers, which in turn fosters further education opportunities for incarcerated women in South Africa.","PeriodicalId":515519,"journal":{"name":"International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139812199","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}

{"title":"Tomorrow Never Comes, But It [Education] Gives You Hope","authors":"B. Parry","doi":"10.55667/10.55667/ijede.2023.v38.i2.1309","DOIUrl":"https://doi.org/10.55667/10.55667/ijede.2023.v38.i2.1309","url":null,"abstract":"Higher education in the correctional environment is endorsed globally as the most effective tool for rehabilitation. Studies from the Global North have researched correctional education and its accessibility, but few of those have focused specifically on incarcerated women’s access to tertiary education online. Even fewer consider this topic within the context of the Global South. This study aimed to address that gap by providing a holistic perspective of South African women’s experiences of e-learning and distance higher education while incarcerated. As a qualitative research study utilising feminist narrative inquiry, the lived experiences of seven women incarcerated in the largest correctional facility in South Africa are uncovered through narrative analysis. The findings describe women’s pathways towards obtaining an education online, the challenges they encountered, and the role support played in their completing a tertiary degree through distance education. Ultimately, the findings reveal that online higher education moves beyond student rehabilitation, to enhance the overall well-being of these students and enable them to cultivate empathic relationships with their peers, which in turn fosters further education opportunities for incarcerated women in South Africa.","PeriodicalId":515519,"journal":{"name":"International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance","volume":"44 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139872100","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}