Showing papers in "Distance Education in 2007"
TL;DR: In this paper, the authors examined the relative perceived importance of 19 instructor actions in online courses according to both instructors and students and found that learners rated items focused on communication needs and being treated as individuals as most important, aligning their stated preferences.
Abstract: This article examines the relative perceived importance of 19 instructor actions in online courses according to both instructors and students. The instructor actions were culled from guidelines in the online learning literature base and then reviewed and rated by 14 experts. Thirty‐two online instructors and 170 students from their classes at a large public university and a private online university were asked to review and rate these guidelines. Findings show that the instructors believe that learner performance is more likely tied to instructor actions that are focused on course content and provide both proactive (models, expectations) and reactive (feedback) information to learners about their ability to demonstrate knowledge of course material, but learner satisfaction is more likely tied to learners’ feeling that their interpersonal communication needs are met. Learners rated items focused on communication needs and being treated as individuals as most important, aligning their stated preferences wit...
326 citations
TL;DR: In this paper, the authors examined factors that enable and impede the adoption of web-based learning and teaching in a large multicampus urban Australian university and identified a series of enabling and impeding factors faced by pioneering technology-adopter teaching academics.
Abstract: Most universities worldwide are becoming distance education providers through adopting web‐based learning and teaching via the introduction of learning management systems that enable them to open their courses to both on‐ and off‐campus students. Whether this is an effective introduction depends on factors that enable and impede the adoption of such systems and their related pedagogical strategies. This study examines such factors related to adopting a learning management system in a large multicampus urban Australian university. The research method used case study approaches and purposively selected the sample consisting of innovative teaching academics from across the university, who used web‐based approaches to teach both on‐ and off‐campus learners. The data were analyzed using a combination of Rogers’ theory of diffusion of innovations and actor‐network theory and revealed a series of enabling and impeding factors faced by pioneering technology‐adopter teaching academics, some of which are technology...
164 citations
TL;DR: How students learn in such e‐learning environments with “virtual” reality and authentic problems and how they perceive them is the main question.
Abstract: Many forms of e‐learning (such as online courses with authentic tasks and computer‐supported collaborative learning) have become important in distance education. Very often, such e‐learning courses or tasks are set up following constructivist design principles. Often, this leads to learning environments with authentic problems in ill‐structured tasks that are supposed to motivate students. However, constructivist design principles are difficult to implement because developers must be able to predict how students perceive the tasks and whether the tasks motivate the students. The research in this article queries some of the assumed effects. It presents a study that provides increased insight into the actual perception of electronic authentic learning tasks. The main questions are how students learn in such e‐learning environments with “virtual” reality and authentic problems and how they perceive them. To answer these questions, in two e‐learning programs developed at the Open University of the Netherlands...
154 citations
TL;DR: The authors examined the online discourse that took place in representative threads from two classes, seeking to document indicators that students did or did not engage in co-construction of knowledge, using Stahl's social theory of computer supported collaborative learning (CSCL) along with discourse analysis methods to examine these course dialogues.
Abstract: This article examines the online discourse that took place in representative threads from two classes, seeking to document indicators that students did or did not engage in co‐construction of knowledge. Stahl's (2006) social theory of computer supported collaborative learning (CSCL) is used along with discourse analysis methods to examine these course dialogues. Findings show the class that had a peer‐like, consistent facilitative instructor and discussion anchored around questions and shared artifacts was more likely to engage in discussion leading to the negotiation of knowledge and understanding. This class relied on social acknowledgements, questions, and shared exploration of perspectives and theories throughout their discussion. These elements and strategies appear to be important components that make up for lower levels of tacit understanding in online environments, thus enabling learners to interact in social learning processes. The other class, which lacked a facilitative instructor, did not have...
106 citations
TL;DR: In this article, the authors describe the experience of two major projects that are studying the potential of cell phone and short message service (SMS) techniques for formal and non-formal education in the Philippines and Mongolia.
Abstract: The cell phone, now the most widely used medium in Asia, has major educational implications. Most users, however, do not realize the cell phone's potential for education, nor even for the communication functions for which it was originally designed. Most educators still see the computer and the cell phone as unrelated devices, and the tiny cell phone more as a personal accessory, especially for young people. With falling prices and increasing functionality, however, it is virtually certain that not too far in the future all of the world's students will have a cell phone. This is sufficient reason and motivation for educators to explore the possibility of making the cell phone an important tool in the educational systems of developed and developing countries. This article describes the experience of two major projects that are studying the potential of cell phone and short message service (SMS) techniques for formal and nonformal education in the Philippines and Mongolia. The studies have yielded positive ...
59 citations
TL;DR: In this paper, the ways in which learners' silence plays out within asynchronous and synchronous text-based, online communication are examined. But they focus on how learners and instructors in two online courses use and interpret silence.
Abstract: This article addresses the ways in which learners’ silence plays out within asynchronous and synchronous text‐based, online communication. Our study takes an ethnographic perspective in examining how learners and instructors in two online courses use and interpret silence. The ways in which those learners and instructors eventually integrated silence into their online communication were interpreted as non‐participation, confusion, marginalization, and thoughtful reflection. These findings have implications that are relevant to instructors’ efforts to create constructive online learning environments and view silence as an important aspect of social presence. We thus propose the need for the development of a deeper analysis—both empirical and theoretical—on the notions of online silence, social presence, and communication.
49 citations
TL;DR: In this paper, the authors describe the early experiences of using ICT for distance education in Bhutan by teachers and students with relatively limited ICT background and discuss the challenges of providing student support for a distance teacher education program.
Abstract: Since 2004, the National Institute of Education (NIE) in Samtse, Bhutan, has made systematic efforts to introduce information and communication technology (ICT) for learning support into its distance teacher education program. This article describes the early experiences of using ICT for distance education in Bhutan by teachers and students with relatively limited ICT background. It discusses the challenges of providing student support for a distance teacher education program in Bhutan and it explores the use of ICT for student support. The article also reports an assessment of student perceptions and readiness for ICT use, the introduction of a learning management system and regional study centers as ICT access points, and the experiences and challenges encountered in the process of ICT introduction in its early stages. The use of ICT by distance students based on log data from the learning management system Moodle™ and regional study centers are discussed, as well as the challenges of ICT use under infr...
36 citations
TL;DR: In this paper, the authors explored the relationship between experience with previous online courses, the course itself, and the instructor and found that these three factors separately impacted participation levels in this voluntary CMC setting and recommended that researchers using CMC participation level as a study variable consider controlling for three global factors: previous online course experience, course, and instructor.
Abstract: Several studies examining computer‐mediated communications (CMC) in online courses have found low levels of participation under both voluntary (ungraded) and mandatory (graded) conditions. This is troubling since student participation is widely considered to have a positive impact on performance. Program‐level data were analyzed to explore the relationship between three factors—(1) experience with previous online courses, (2) the course itself, and (3) the instructor—and subsequent participation. All three factors separately impacted participation levels in this voluntary CMC setting. Based on the findings, the authors recommend that researchers using CMC participation level as a study variable consider controlling for three global factors: previous online course experience, course, and instructor. Finally, the relationship between participation level and subsequent performance is tested, and the potential benefits of conducting future CMC research in voluntary discussion settings and with program‐level d...
33 citations
TL;DR: In this article, the authors investigated how the participants of an online learning course employed figurative language to express their emotions and feelings during the learning experience, and they found that figurative languages use increased in coincidence with crucial, social events.
Abstract: This study investigated how the participants of an online learning course employed figurative language to express their emotions and feelings during the learning experience. Textual analysis was carried out in the social and metacognitive discussion areas as those related to the expression of the social dimension. Its aim was to analyze the distribution of figurative language across the course, to understand if figurative language elicited the creation of new figurative language, and to classify recurring types of conceptual categories. Results show that figurative language use increased in coincidence with crucial, social events; it did not necessarily encourage the production of further figurative language; and it allowed participants to represent their affective domain and to conceptualize the learning environment in an original manner.
22 citations
TL;DR: The Maguinda Multipurpose Community Telecenter as discussed by the authors is a rural facility designed to provide this type of support; the experiences, successes, and lessons learned from a research and development project implemented at the site; and qualitative insights into the effects of the ICT intervention on the lives of the Maguna residents.
Abstract: The Philippines, an archipelago of 7,100 islands in Southeast Asia, faces new opportunities as it competes with the rest of the world in the information and communication technology (ICT) arena. New industries including call centers, foreign medical transcription services, and the hugely popular multiplayer online gaming systems require the rolling‐out of a much needed ICT architectural backbone and support systems, and a readily available pool of ICT‐trained workers. This article describes the development of the Maguinda Multipurpose Community Telecenter, a rural facility designed to provide this type of support; the experiences, successes, and lessons learned from a research and development project implemented at the site; and qualitative insights into the effects of the ICT intervention on the lives of the Maguinda residents. Emphasis is placed on the importance of community development principles in rural distance education implementation.
21 citations
TL;DR: In this article, the authors analyse and reflect on the design and implementation of an online theatre studies course using theatrical metaphors to consider the mise-en-scene, students' entrances and exits into the online space, their solo and ensemble work, and the importance of teaching presence.
Abstract: Theatre and drama are areas of performance and inquiry which usually assume engagement and commitment to the ensemble or group process, supported by strong individual input. How can this “dynamic” be brought into a fully online distance course? In this article we analyse and reflect on the design and implementation of an online theatre studies course using theatrical metaphors to consider the mise‐en‐scene, students’ entrances and exits into the online space, their solo and ensemble work, and the importance of “teaching presence.” Attention is paid to fostering a “course dynamic” that echoes the social world of the learners. The action research undertaken indicates that a fully online course can be as engaging, interesting, and innovative as any course designed for more traditional settings.
TL;DR: This article compares two distance foreign language programs developed at two European institutions of higher education and draws several conclusions regarding the appropriateness of the two distance universities' general educational, administrative, and technological models for distance language learning.
Abstract: In this article we contrast two distance foreign language programs developed at two European institutions of higher education (the Modern Languages Program at the Open University, UK; and the English Program at the Universitat Oberta de Catalunya, Spain) as instances of two pedagogical models used to address the many challenges posed by teaching languages at a distance. A detailed analysis of both approaches reveals that the pedagogical choices made by both universities are in great measure determined by the historical and cultural contexts in which both institutions are embedded. In addition, we discuss the similarities and differences between the two and draw several conclusions regarding the appropriateness of the two distance universities' general educational, administrative, and technological models for distance language learning.
TL;DR: A popular phrase in social science journals is "at the crossroads", which is a risky one, for so often it means "don't know where we’re going" as mentioned in this paper.
Abstract: A popular phrase in social science journals is “at the crossroads.” It is a risky one, for so often it means “don’t know where we’re going.” Not that this phrase applies to distance education (DE)....
TL;DR: In this article, the authors describe the occurrence of stories in a computer-mediated communication transcript generated by experienced online communicators (graduate students), in relation to some of the expectations of a constructivist view of narrative in online interaction, and contrast with a historical model for describing face-to-face interaction.
Abstract: Constructivist views of online interaction often refer to the power of stories and the role of storytelling in the sharing and construction of knowledge, and the creation of learning communities. No empirical evidence of the presence or character of stories in online conferences has been systematically reported, however. This study describes the occurrence of stories in a computer‐mediated communication (CMC) transcript generated by experienced online communicators (graduate students), in relation to some of the expectations of a constructivist view of narrative in online interaction, and in contrast with a historical model for describing face‐to‐face interaction (Bales, 1950). Findings include the observation that, while stories occurred in about one posting in five, students used stories markedly more often than the instructor‐moderator; stories tended to be descriptive, rather than analytic, advisory, or hortatory; gender was not an issue in story use; and both story and non‐story postings were highly ...
TL;DR: Tomlinson et al. as mentioned in this paper reported a study of parents' management of the education of primary school-aged children in their care in remote and rural locations of Western Australia, and presented a theory of the ways in which these parents, in the role of home tutors, "managed" the schooling of their children in a distance education regime in isolated settings.
Abstract: This article reports a study of parents’ management of the education of primary school‐aged children in their care in remote and rural locations of Western Australia. It presents a theory of the ways in which these parents, in the role of home tutors, “manage” the schooling of their children in a distance education regime in isolated settings. The home tutors in this study were mothers in families isolated by physical distance from centres in Western Australia, which usually provide educational, medical, financial, and retail services. In this environment, at the time of data collection, schooling was supported by print, that is, “sets” of learning materials, and by a regular schedule of interactive lessons through Schools of the Air when atmospheric conditions permitted. The conditions of outback Western Australia “present some of the worst conditions for use of electronic equipment” (Tomlinson, Schooling in rural Western Australia: The ministerial review of schooling in rural Western Australia. Perth, A...
TL;DR: The current project brings together academic and governmental specialists from Cambodia, Laos, and Viet Nam (CLV) in a collaborative study of the prospects for distance education in those countries as discussed by the authors.
Abstract: The current project brings together academic and governmental specialists from Cambodia, Laos, and Viet Nam (CLV), in a collaborative study of the prospects for distance education (DE) in those cou...
TL;DR: The article identifies shortcomings in current ODL research, and suggests ways of advancing the research agenda in open and distance learning in Asia to provide strategically significant and robust information for policy makers, planners, and managers and to enable ODL to become a more scholarly activity.
Abstract: This article was originally presented as a position paper at the Symposium on Information and Communication Technology (ICT) for Social Development held in Jakarta by the ASEAN Foundation Collabora...
TL;DR: Recommendations are made for future DE policies and practices in Mongolian medical education for rural medical doctors using Internet‐based applications.
Abstract: This article has two major objectives. Firstly, the need for distance education (DE) in Mongolia's health sector is examined. A project is reported with the general objective of initiating research, development, and experimentation in distance‐based medical diagnosis and consultancy, and in DE for rural medical doctors using Internet‐based applications. The project's specific objectives (2003–2006) were to: Establish distance diagnosis centers at the Health Sciences University of Mongolia in Ulaanbaatar and at medical centers in three selected rural areas; Investigate, assess, and adapt various medical distance diagnosis technologies using the low bandwidth Internet available in rural areas of Mongolia, and to train medical specialists in these methods; Train the project's instructors in web‐based teaching technologies and methodologies; Prepare new web‐based training materials for the continuous education of rural doctors; and Evaluate the project, and formulate recommendations for the continuous trainin...
TL;DR: It is indicated that ICT‐based methods can only become a viable supplier of distance education and training to women learners in Malaysia when the social and gender‐related challenges faced by this vulnerable sector of society have been overcome.
Abstract: A major goal of Asian distance education is the creation of effective formal and nonformal programs for the benefit of the poor and needy; and the primary place in which distance education usually ...
TL;DR: In this article, the authors examine the literature of organizational and educational change and its implications for the university and report on a study based on the relevant constructs from the literature and is designed to gauge the extent and nature of teaching staff knowledge, skills, practice, and research in educational and technological change, motivating and de-motivating factors, change adopter types, and perceptions of the organizational climate for change.
Abstract: Turkey’s Anadolu University is one of the world’s largest mega‐universities. It is engaged in strategic planning in response to changes in the expectations of the Turkish Higher Education Council and the community at large. In re‐examining its vision and strategic directions, Anadolu University needs to be informed on the knowledge, skills, and attitudes of its teaching staff, and the systems and support needed to assure their change readiness. This article examines the literature of organizational and educational change and its implications for the university. It reports on a study based on the relevant constructs from the literature and is designed to gauge the extent and nature of teaching staff knowledge, skills, practice, and research in educational and technological change, motivating and de‐motivating factors, change adopter types, and perceptions of the organizational climate for change. It considers the implications of these findings and draws conclusions about what would be needed to improve sta...
TL;DR: Measuring levels of engagement and functionality for each of these three study modes led to the following conclusions.
Abstract: Pauline Hagel and Robin N. Shaw’s work “Students’ Perceptions of Study Modes” was published in the November 2006 edition of Distance Education (Vol. 27, No. 3, pp. 283–302). The article reported fi...
TL;DR: The political and economic globalization that affects us all is credited with breaking down barriers and fostering an exciting climate of collaboration in the discovery of knowledge as discussed by the authors. But this is not always the case.
Abstract: The political and economic globalization that affects us all is credited with breaking down barriers and fostering an exciting climate of collaboration in the discovery of knowledge. From the resul...