Sanjaya Mishra

Bio: Sanjaya Mishra is an academic researcher from Commonwealth of Learning. The author has contributed to research in topics: Distance education & Open educational resources. The author has an hindex of 18, co-authored 79 publications receiving 3629 citations. Previous affiliations of Sanjaya Mishra include Open University & Indira Gandhi National Open University.

Research methods in the social sciences

Abstract: Find loads of the research methods in the social sciences book catalogues in this site as the choice of you visiting this page. You can also join to the website book library that will show you numerous books from any types. Literature, science, politics, and many more catalogues are presented to offer you the best book to find. The book that really makes you feels satisfied. Or that's the book that will save you from your job deadline.

E-Learning in a Mega Open University: Faculty Attitude, Barriers and Motivators.

Abstract: In the distance teaching institutions where e‐learning initiatives are underway and where the planners and administrators grapple with effective adoption and deployment of technology‐enabled education, faculty attitude and motivation assume considerable significance. Attitudinal pre‐dispositions and institutional and allied barriers (including appropriate policy initiatives) are assumed to play a crucial role in making an effective shift from traditional distance education delivery to web‐enabled education and training. Such issues are especially critical to single mode mega universities like the Indira Gandhi National Open University (IGNOU). This article reports the findings of a study conducted to examine the attitudes of faculty members from IGNOU towards e‐learning, and to identify barriers and motivators of e‐learning adoption and use. IGNOU, with about 1.5 million students scattered over 32 countries, has been offering e‐learning programs for almost a decade. The findings suggest that extensive use...

Educational technology: A definition with commentary – By Alan Januszewski & Michael Molenda

Abstract: This article reviews the book "Educational technology: A definition with commentary," by Alan Januszewski and Michael Molenda.

Reusing Online Resources: A sustainable approach to e-learning

Abstract: “Reuse” and “recycle” of existing teaching-learning resources have always been a common practice in the world of education. However, it had never been in the centre-stage of educational debate as it is in the recent past. The reasons for educational material reuse are: the need to provide greater access to quality education, shrinking financial resources, pressure to provide education in cost-effective ways, and the overall impact of the information and communication technology (ICT) in educational practices. In fact, with the advent of ICT it has become easier to store, retrieve, share, and reuse educational materials. Though for individual teachers, the practice of preparing learning materials (also called “learning objects”) and their reuse have been simpler, the book under review covers a wide-range of complex issues in reuse of online resources for sustainable and cost-effective teaching from both institutional and global knowledge economy contexts.

Student retention in online, open and distance learning

Abstract: Reviews the book "Student Retention in Online, Open and Distance Learning," by Ormond Simpson.

Formative Versus Reflective Indicators in Organizational Measure Development: A Comparison and Empirical Illustration

Abstract: A comparison is undertaken between scale development and index construction procedures to trace the implications of adopting a reflective versus formative perspective when creating multi-item measures for organizational research. Focusing on export coordination as an illustrative construct of interest, the results show that the choice of measurement perspective impacts on the content, parsimony and criterion validity of the derived coordination measures. Implications for practising researchers seeking to develop multi-item measures of organizational constructs are considered.

Making sense of implementation theories, models and frameworks

Abstract: Implementation science has progressed towards increased use of theoretical approaches to provide better understanding and explanation of how and why implementation succeeds or fails. The aim of this article is to propose a taxonomy that distinguishes between different categories of theories, models and frameworks in implementation science, to facilitate appropriate selection and application of relevant approaches in implementation research and practice and to foster cross-disciplinary dialogue among implementation researchers. Theoretical approaches used in implementation science have three overarching aims: describing and/or guiding the process of translating research into practice (process models); understanding and/or explaining what influences implementation outcomes (determinant frameworks, classic theories, implementation theories); and evaluating implementation (evaluation frameworks). This article proposes five categories of theoretical approaches to achieve three overarching aims. These categories are not always recognized as separate types of approaches in the literature. While there is overlap between some of the theories, models and frameworks, awareness of the differences is important to facilitate the selection of relevant approaches. Most determinant frameworks provide limited “how-to” support for carrying out implementation endeavours since the determinants usually are too generic to provide sufficient detail for guiding an implementation process. And while the relevance of addressing barriers and enablers to translating research into practice is mentioned in many process models, these models do not identify or systematically structure specific determinants associated with implementation success. Furthermore, process models recognize a temporal sequence of implementation endeavours, whereas determinant frameworks do not explicitly take a process perspective of implementation.

Mode of questionnaire administration can have serious effects on data quality

Abstract: Background One of the main primary data collection instruments in social, health and epidemiological research is the survey questionnaire. Modes of data collection by questionnaire differ in several ways, including the method of contacting respondents, the medium of delivering the questionnaire to respondents, and the administration of the questions. These are likely to have different effects on the quality of the data collected. Methods This paper is based on a narrative review of systematic and non-systematic searches of the literature on the effects of mode of questionnaire administration on data quality. Results Within different modes of questionnaire administration, there were many documented potential, biasing influences on the responses obtained. These were greatest between different types of mode (e.g. self-administered versus interview modes), rather than within modes. It can be difficult to separate out the effects of the different influences, at different levels. Conclusions The biasing effects of mode of questionnaire administration has important implications for research methodology, the validity of the results of research, and for the soundness of public policy developed from evidence using questionnaire-based research. All users of questionnaires need to be aware of these potential effects on their data.