International Journal of Distance Education and ELearning最新文献

{"title":"A Protocol for a Systematic Review and Meta-Analysis on Social Presence","authors":"David B. Mykota","doi":"10.55667/ijede.2022.v37.i1.1225","DOIUrl":"https://doi.org/10.55667/ijede.2022.v37.i1.1225","url":null,"abstract":"The purpose of this research is to report the protocol for a systematic review and meta-analysis of the construct of social presence. Protocols for systematic reviews and meta-analysis are desirable as they offer a more knowledgeable and transparent conceptualization of a study so methods can be appraised and suggestions for modifications provided. The focused purpose outlined in the protocol is to systematically review and statistically summarize, thru meta-analysis (i.e., the study of studies), the research literature on social presence within higher education. The objectives of the systematic review are i) to determine the holistic effects that social presence has on student learning and student satisfaction outcomes across studies, and ii) what study characteristics (i.e., course design elements, instructor behaviors', and online learning environments) explain and moderate the variability in the results. The study protocol outlines the aims, objectives, and methods used to conduct the study and collect and analyze the data. The publication of the research protocol is an accountable process that mitigates research duplication while allowing for a more informed understanding of the prospective program of research. As such, with the completion of the systematic review and meta-analysis, the higher education online community will benefit from a more strategic and knowledgeable conceptualization of what constitutes social presence and how best to incorporate it into quality online learning environments. \u0000Keywords: study protocol, evidence synthesis, higher education, online learning, systematic review, meta-analysis, course design, teaching, technology, social presence \u0000Protocole de Revue Systématique et Méta-Analyse sur la Présence Sociale \u0000Résumé: L'objectif de cette recherche est de présenter le protocole d'une revue systématique et d'une méta-analyse sur le concept de présence sociale. Les protocoles pour les revues systématiques et les méta-analyses sont intéressants en ce sens qu’ils offrent une conceptualisation plus éclairée et transparente d'une étude, ce qui permet d’en évaluer la méthode, voire de proposer des modifications. Le protocole décrit dans cet article a pour but d'examiner systématiquement et de résumer statistiquement, par le biais d'une méta-analyse (c'est-à-dire l'étude d'études), la littérature scientifique sur la présence sociale dans l'enseignement supérieur. Les objectifs de la revue systématique sont i) de déterminer les effets holistiques de la présence sociale sur les résultats de l'apprentissage et de la satisfaction des étudiants à travers les études, et ii) de définir les caractéristiques de l'étude (c.-à-d. les éléments de conception du cours, les comportements de l'instructeur et les environnements d'apprentissage en ligne) qui expliquent et modèrent la variabilité des résultats. Le protocole de recherche décrit ainsi les buts, les objectifs et les méthodes utilisées pour mener l'étude, recueillir et analyser le","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85614634","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":"Patterns of Teaching Presence during One Semester of a Large Online Graduate Nursing Course","authors":"Micah Baker, Stephanie Richardson, Fernando E. Rubio","doi":"10.55667/ijede.2022.v37.i1.1228","DOIUrl":"https://doi.org/10.55667/ijede.2022.v37.i1.1228","url":null,"abstract":"Extensive research supports the claim that student-instructor interaction is an essential element of successful online teaching. It is less clear, however, whether teaching presence is discipline-specific, or how it may be affected by the personal and professional background of individual instructors.  \u0000This article describes the qualitative portion of a mixed-methods study to analyze patterns of commenting behaviors in a graduate-level online nursing course. Following the Community of Inquiry theoretical framework (Garrison, Anderson & Archer, 2000), we compare experienced and inexperienced instructors and specifically focus on how teaching presence evolved over a fifteen-week course. Our findings indicate that teaching experience affects the types and density of comments used by teachers. Experience played a role in how density and overall level of activity evolved as the semester progressed. No differences in teaching presence emerged when comparing instructions for each assignment, but there were differences when comparing instructions to teacher posts.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84041531","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":"CAN MULTIPLE WHATSAPP GROUPS REDUCE MESSAGE FLOODING DURING THE COVID-19 PANDEMIC PERIOD?","authors":"Danri H. Delport","doi":"10.36261/ijdeel.v7i2.2438","DOIUrl":"https://doi.org/10.36261/ijdeel.v7i2.2438","url":null,"abstract":"WhatsApp has been favoured by many educators and students as an online learning tool during the COVID-19 pandemic.  Despite its’ popularity in educational settings, the flooding of messages on group chats remains a challenge for teachers as well as students. Currently there is a gap in research when it comes to investigating the types of conversations that students have on such groups which is intended for teaching and learning purposes, as well as a possible solution with regard to the flooding of messages. The purpose of this study is to investigate the chats that make up redundant posts that are often experienced on WhatsApp groups as well as to see whether multiple WhatsApp groups for a subject may reduce the flooding of messages.  For the purpose of this study, the conversations on WhatsApp of a complete online first-year statistics course at a South African university will be analysed by making use of a WhatsApp chat analyser app, ChatChart. The findings of this study revealed that students flooded groups mostly with university-related matters, for example test dates, learning material, WhatsApp links to other subjects at the university, lecturer information, as well as important information that was posted on the student portal and test marks. The creation of two additional WhatsApp groups reduced message flooding within the content group where subject content was posted, while the other two groups served as a “place” where students were allowed to interact with their statistics lecturer as well as each other to discuss university-related matters.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43286413","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":"FACTORS CONTRIBUTING TOWARDS DROP OUT IN M.PHIL AT ALLAMA IQBAL OPEN UNIVERSITY","authors":"Sidra Rizwan, A. Iqbal, S. Arshad, M. Scholar, R. Rehman","doi":"10.36261/ijdeel.v7i2.2441","DOIUrl":"https://doi.org/10.36261/ijdeel.v7i2.2441","url":null,"abstract":"Drop out refers to the phase when a student is not able to complete the program of degree within the specified time. The danger of drop out is very serious in any education system including distance education. This article highlights major factors causing drop out at M.Phil level in Allama Iqbal Open University (AIOU), Pakistan. Allama Iqbal Open University is the only chartered Distance Education University which caters for over 1.3 million students across the country. The study aimed at finding various factors leading to drop out of students in different faculties at AIOU which offer M.Phil programs. It also aimed to find out differences of drop out rate among male and female students. The research is basically quantitative in nature with a survey design. The population of the study included all the drop out of M.Phil programs offered at AIOU. The sample consisted of total 101 students from three faculties i.e., Education, Social Sciences and Science 2012 session. The M.Phil prospectus of AIOU focuses on four main factors i.e., assignments, workshops, final exams, and thesis which need to be successfully completed for the award of degree in the program. These four factors were focused to develop an online questionnaire to collect data. Descriptive statistics, t-test and ANOVA were used for data analysis. The results indicated that the major factor of drop out across the three faculties was thesis. The findings further revealed no difference in the drop outrate of male and female M.Phil students due to assignments, workshop, and final exams whereas thesis remained the only factor which showed significant difference on the basis of gender, where more male students dropped out than females. To minimize dropout due to thesis, reforms need to be brought in the conduct of M.Phil research workshop at AIOU focusing specific criteria for monitoring the progress of M.Phil students during synopsis development and research work period and the contribution of supervisor in terms of time and commitment towards the supervisee. Further implementation of the prescribed criteria may be ensured by the academic administration and relevant departments of the three faculties offering M.Phil program at AIOU.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45934860","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":"SUPPORTING THE SUCCESSFUL IMPLEMENTATION OF E-LEARNING IN THE SOUTH AFRICAN PUBLIC SECTOR","authors":"Wilma Van Staden","doi":"10.36261/ijdeel.v7i2.2433","DOIUrl":"https://doi.org/10.36261/ijdeel.v7i2.2433","url":null,"abstract":"This paper examines the change drivers and difficulties linked to implementing e-learning in the South African Public Service Sector in line with policy imperatives and global trends. The question of e-learning arose in a context of a project which aimed to investigate specific contextual variables that need to be addressed to strengthen skills development within the public sector. The study drew upon systems thinking to analyse the South African public service training system as different units within a system. Insights from stakeholder engagement and framework development processes were assessed, and critical emergent themes to inform the e-learning needs of the public sector were identified. The study shows that the catalysing of the uptake and implementation of e-learning within the public sector requires specific tools, time, understanding of the e-learning pedagogical processes, upskilling of digital literacy at all levels, and workable data-free, smartphone friendly training, and communication platforms.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43663681","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":"PREFERENCE DETERMINES PERFORMANCE: COMPARATIVE ANALYSIS OF STUDENTS’ PREFERENCE OF ON-CAMPUS AND ONLINE LEARNING AND THEIR ACADEMIC PERFORMANCE DURING COVID-19","authors":"Samra Afzal, Marium Din, Hukam Dad Malik","doi":"10.36261/ijdeel.v7i2.2439","DOIUrl":"https://doi.org/10.36261/ijdeel.v7i2.2439","url":null,"abstract":"On-campus and online learning modalities provide rich and diverse learning experiences to students with certain physical, psychological and Covid-19 limitations. Present study was carried out to compare the students’ preference of on-campus and online learning and their academic performance in both modes with the purpose of identifying the causes behind their choices. Mixed method research design was selected. 358 students from two public universities of Islamabad participated in research. The research instrument consisted of a mixed questionnaire containing close ended items followed by an open-ended research question. Results showed that majority of students preferred on-campus classroom learning. GPAs of students were better in online classes as compared to on-campus classes. Students favored on-campus learning due to good teacher-student relationships, better course content understanding, more class participation, high motivation, use of a variety of pedagogical practices, and more reliable assessment technique. Those students who favoured online classes said that it is easy to attend from any place, it saves travelling time and cost. Trainings may be provided to teachers about the use of various teaching strategies and suitable assessment techniques for online classes to enhance its effectiveness.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49202567","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":"THE CHALLENGES OF PHD SUPERVISION IN AN EMERGING ODL CONTEXT: A STUDY AT THE OPEN UNIVERSITY OF MAURITIUS","authors":"Belle Louis Jinot","doi":"10.36261/ijdeel.v7i2.2440","DOIUrl":"https://doi.org/10.36261/ijdeel.v7i2.2440","url":null,"abstract":"With open education providing accessibility, equality of opportunities and transparency to further studies, many individuals who could not pursue their postgraduate studies in the conventional universities of the country, embark on postgraduate studies through the blended learning mode of education at the only public University of Mauritius. For effective postgraduate research, there needs to be effective and sufficient supervision. However, in the context of PhD supervision in ODL African universities, the insufficient number of academics lacks the necessary supervisory skills and therefore supervision is a challenging task. This paper explores the challenges that supervisors face in guiding PhD candidates in an emerging ODL African University. For the purpose of this study, the exploratory and inductive qualitative research approach was used to gather in-depth information from 10 academics who are involved in online PhD supervision. The individual in-depth semi-structured interview was used. In the context of an emerging ODL institution in Africa, it was found that PhD supervisors face various challenges, namely a lack of research culture, a lack of mastery methodology skills, insufficient online discussion meetings, the divergent lens of academic research and an absence of an online PhD research protocol. The findings suggest that an emerging ODL institution must adopt a systemic approach to PhD supervision, adopt other models of supervision than the apprenticeship model, establish a database protocol for supervision data, and design and use a Feedback Explanation Tool and a Memorandum of Understanding to ensure a good supervisory relationship and process.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46180222","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":"EXPLORING STUDENTS’ USE OF E-RESOURCES IN THE E-LIBRARIES OF THE PUNJAB","authors":"Humaira Iqbal, Riffat-un-Nisa Awan, Ghazanfar Ali","doi":"10.36261/ijdeel.v7i2.2437","DOIUrl":"https://doi.org/10.36261/ijdeel.v7i2.2437","url":null,"abstract":"This study was conducted to explore students’ use of E-resources in the E-libraries of the Punjab by using Unified Theory of Acceptance and Use of Technology (UTAUT) model. The use of e-resources included; performance expectancy, effort expectancy, social influence, facilitating condition, and behavioral intention to use the e-resources. Students’ access to e- collection, ease of access, frequency of using resources, and problems associated with access to e-resources was also explored. A quantitative survey was conducted using a descriptive research design. All 20 e-libraries of the Punjab were the population of this research. Six e-libraries were selected randomly as a sample.  The sample was selected from the list of users registered in each library using a proportionate sampling technique. The total number of participants was 250. A self-developed questionnaire with 26 items and a checklist having 8 items, was used to collect the data. To analyze the data descriptive statistics was used. The findings of this study showed that students agreed that they were getting advantages from these e-libraries and these e-libraries were very helpful in their study. They could easily and more efficiently do their work by using and accessing e-library resources. These e-libraries were especially beneficial for those students who did not afford laptops. It is suggested that the government should increase the number of these e-libraries and these libraries should be established in all big cities of Pakistan. The library staff should focus on resolving the problems which students are facing, like a shortage of computers and off-library access.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49378325","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":"BLENDED LEARNING: THE “NEW NORMAL” IN EDUCATION DELIVERY","authors":"Tom Foley, Alicia Curtin","doi":"10.36261/ijdeel.v7i2.2435","DOIUrl":"https://doi.org/10.36261/ijdeel.v7i2.2435","url":null,"abstract":"Successful blended learning contexts engage students in highly interactive virtual learning environments through a mix of online and face-to-face teaching, learning and assessment modalities.  This paper explores some of the affordances and constraints of blended learning for one Higher Education Institution in Ireland.  TPACK (Mishra & Koehler, 2006) and Multimodal (Picciano, 2009) models frame the discussion opportunities and challenges more broadly for blended learning instructional and pedagogical design post pandemic in Higher Education.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47647663","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":"Online but Not Alone: Teachers’ Perceptions of Effective Online School Leadership (OSL)","authors":"Awneet Sivia, Joanne Robertson","doi":"10.55667/ijede.2022.v37.i1.1230","DOIUrl":"https://doi.org/10.55667/ijede.2022.v37.i1.1230","url":null,"abstract":"Online school leadership (OSL) is of particular interest given the growing number of online education opportunities. As school districts develop more online and blended learning programs, particularly for secondary grade students, the need to examine leadership in these programs is paramount. The literature suggests that most studies focus on effective leadership in bricks and mortar schools, while limited research focuses on leadership in online programs. In this study, we aimed to explore teachers’ perceptions of leadership in online secondary schools in two districts. Our questions focused on secondary teachers’ experiences with leaders in their online schools and how these experiences contribute to perceptions of what makes for effective leadership practices. Using phenomenology, we interviewed six teachers, analyzed for themes and categorized these into a sense of community, organizational learning and empowerment to represent teachers' perceptions of OSL. Based on these results, we suggest that OSL consists of both foundational and contextualized practices, and that both are necessary for effective OSL. This research has implications for educational leadership broadly, but specifically for leadership in online education. \u0000  \u0000 ","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78798037","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}