Showing papers in "The International Review of Research in Open and Distributed Learning in 2011"
TL;DR: This paper compares mobile learning with electronic learning (e-learning) and ubiquitous learning (u- learning) and describes the technological attributes and pedagogical affordances of mobile learning presented in previous studies.
Abstract: Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.
728 citations
TL;DR: Questions on levels of learner autonomy, presence, and critical literacies required in active connectivist learning are raised.
Abstract: Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really? There are some challenges that might prevent learners from having a quality learning experience. This paper raises questions on levels of learner autonomy, presence, and critical literacies required in active connectivist learning.
684 citations
TL;DR: This paper examines how emergent technologies could influence the design of learning environments and pays particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs).
Abstract: This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes.
443 citations
TL;DR: It is argued that the choice of which theories to use depends on the scope and purposes of the intervention, the funding available to resource the research/evaluation, and the experience and philosophical stances of the researchers/practitioners.
Abstract: The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies The goal of this paper is to explore certain theories for our plans and actions in technology-enabled learning Although presented as a successor to previous learning theories, connectivism alone is insufficient to inform learning and its support by technology in an internetworked world However, because of its presence in massive open online courses (MOOCs), connectivism is influential in the practice of those who take these courses and who wish to apply it in teaching and learning Thus connectivism is perceived as relevant by its practitioners but as lacking in rigour by its critics Five scenarios of change are presented with frameworks of different theories to explore the variety of approaches educators can take in the contexts for change and their associated research/evaluation I argue that the choice of which theories to use depends on the scope and purposes of the intervention, the funding available to resource the research/evaluation, and the experience and philosophical stances of the researchers/practitioners
358 citations
TL;DR: Self-determination theory (SDT) is used as a framework for exploring the motivation to learn of preservice teachers in two online distance-learning contexts and learners were found to be not primarily intrinsically motivated.
Abstract: Existing research into motivation in online environments has tended to use one of two approaches The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner Research from this perspective has contributed to the notion that online learners are, on the whole, intrinsically motivated The alternative view concentrates on the design of online learning environments to encourage optimal learner motivation Neither approach acknowledges a contemporary view of motivation that emphasises the situated, mutually constitutive relationship of the learner and the learning environment Using self-determination theory (SDT) as a framework, this paper explores the motivation to learn of preservice teachers in two online distance-learning contexts In this study, learners were found to be not primarily intrinsically motivated Instead, student motivation was found to be complex, multifaceted, and sensitive to situational conditions
247 citations
TL;DR: MobiMOOC embraced the core MOOC components of self-organization, connectedness, openness, complexity, and the resulting chaos, and serves as an interesting paradigm for new educational orders that are currently emerging in the field.
Abstract: In this paper, we look at how the massive open online course (MOOC) format developed by connectivist researchers and enthusiasts can help analyze the complexity, emergence, and chaos at work in the field of education today. We do this through the prism of a MobiMOOC, a six-week course focusing on mLearning that ran from April to May 2011. MobiMOOC embraced the core MOOC components of self-organization, connectedness, openness, complexity, and the resulting chaos, and, as such, serves as an interesting paradigm for new educational orders that are currently emerging in the field. We discuss the nature of participation in MobiMOOC, the use of mobile technology and social media, and how these factors contributed to a chaotic learning environment with emerging phenomena. These emerging phenomena resulted in a transformative educational paradigm.
241 citations
TL;DR: The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.
Abstract: The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.
225 citations
TL;DR: It is argued that although social networking media increase the potential range and scope for emergent learning exponentially, considerable effort is required to ensure an effective balance between openness and constraint.
Abstract: This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning and the conditions that enable emergent, self-organised learning to occur and to flourish. Specifically, it explores whether emergent learning can be validated and self-correcting and whether it is possible to link or integrate emergent and prescribed learning. It draws on complexity theory, communities of practice, and the notion of connectivism to develop some of the foundations for an analytic framework, for enabling and managing emergent learning and networks in which agents and systems co-evolve. It then examines specific cases of learning to test and further develop the analytic framework. The paper argues that although social networking media increase the potential range and scope for emergent learning exponentially, considerable effort is required to ensure an effective balance between openness and constraint. It is possible to manage the relationship between prescriptive and emergent learning, both of which need to be part of an integrated learning ecology.
207 citations
TL;DR: The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature as mentioned in this paper, which suggests that social presence does not impact cognitive presence in a meaningful way and that best teaching practices suggested by CoI-based studies are informed by objectivist, cognitively oriented learning theories.
Abstract: The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the framework’s underlying assumption of the need for sustained, contiguous, two-way communication in higher-level online learning environments. The CoI framework has evolved from the description of a learning process within a social constructivist paradigm to an empirically testable construct in an objectivist paradigm. Related research results indicate that social presence does not impact cognitive presence in a meaningful way and that best teaching practices suggested by CoI-based studies are informed by objectivist, cognitively oriented learning theories. These suggest that higher-order cognition may be achieved through wide and varied combinations of learner–teacher, learner–content, and learner–learner interaction. Controlled studies can and should be undertaken to compare learning outcomes using sustained, contiguous, two-way communication to other learning models. To facilitate this, subcategories of social and teaching presences need to be revamped and analysis adjusted to separate processes that support explicitly group-based learning activities from those used by individual students.
183 citations
TL;DR: Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches as discussed by the authors, and it can benefit from social constructivist perspectives and a focus on dialogue.
Abstract: Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social Web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2005) implies in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing and delivering sociotechnical learning.
141 citations
TL;DR: In this paper, the authors examined the experiences of 28 adjunct faculty members who work at the same university, exploring their views on whether periodically meeting face-to-face with management and peers has the potential to affect their motivation on the job and consequently the quality of education they provide to students.
Abstract: Using a grounded theory qualitative research approach, this article examines the experiences of 28 adjunct faculty members who work at the same university, exploring their views on whether periodically meeting face-to-face with management and peers has the potential to affect their motivation on the job and consequently the quality of education they provide to students. A few management representatives also shared their perspectives on the phenomenon; this enabled the researcher to compare the views of these two populations on whether face-to-face contact among faculty enhances teaching performance. The results of this study suggest a few issues that online schools must address in their efforts to improve adjuncts’ sense of affiliation and loyalty to their institution, which in turn will positively affect student retention levels. The main issues of concern to adjunct faculty are (a) inadequate frequency and depth of communication, regardless of the means used, whether online or face-to-face; (b) lack of recognition of instructors’ value to the institution; and (c) lack of opportunities for skill development.
TL;DR: In this article, the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning are explored, and the role of the learner in defining their learning pathways is emphasized.
Abstract: The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online professional learning in a university graduate diploma program on ICT education. Evolving from social constructivist pedagogy for online professional development, the research describes how teachers create their own networks of practice as they blend online and offline interactions with fellow learners and workplace colleagues. Teachers’ perspectives of their professional learning activities challenge the way universities design formal online learning communities and highlight the potential for networked learning in the zones and intersections between professional practice and study. The article extends the concepts of Lave and Wenger’s (1991) communities of practice social theory of learning by considering the role participants play in determining their engagement and connections in and across boundaries between online learning communities and professional practice. It provides insights into the applicability of connectivist concepts for developing online pedagogies to promote socially networked learning and for emphasising the role of the learner in defining their learning pathways.
TL;DR: The revised conceptualization posits that an understanding of stakeholder priorities is the key to improved online course design and delivery and proposes a strategy that combines economic principles and concepts to OL.
Abstract: Although online learning (OL) is becoming widely accessible and is often viewed as cutting-edge, the actual number of regular faculty participating in this form of teaching remains small. Moreover, OL, despite its growing recognition, is often associated with high rates of student dissatisfaction and isolation, withdrawal, and attrition. Furthermore, although administrators typically champion support of OL, they often seem unable or unwilling to marshal the necessary financial, human, and technological resources to produce high-quality course materials and to effect efficient course delivery. In short, online learning seems paradoxically to be both booming and busting simultaneously. It is expanding supply yet hitting similar obstacles that distance education encountered generations earlier. Under these circumstances, OL is unlikely to become mainstream without a major redirection. This article applies economic principles and concepts to OL. The revised conceptualization posits that an understanding of stakeholder priorities is the key to improved online course design and delivery.
TL;DR: Open University Malaysia’s efforts at enhancing the blended learning approach for undergraduate distance learners with the successful implementation of the Mobile Learning via SMS initiative are described.
Abstract: This article describes Open University Malaysia’s efforts at enhancing the blended learning approach for undergraduate distance learners with the successful implementation of the Mobile Learning via SMS initiative. The pilot project was implemented in the May 2009 semester, and this coming January 2011 semester will be in its sixth consecutive semester. Aspects such as the conceptual model, the process flow of group messaging, and challenges faced, as well as effectiveness of the initiative, are discussed.
TL;DR: In this paper, the authors introduced the concept of quality of learning time from an online student-centred perspective and analyzed the impact of students' time-related variables (working hours, time-on-task engagement, time flexibility, time of day, day of week) according to individual and collaborative grades achieved during an online master's degree program.
Abstract: Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on learning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online student-centred perspective. The impact of students’ time-related variables (working hours, time-on-task engagement, time flexibility, time of day, day of week) is then analyzed according to individual and collaborative grades achieved during an online master’s degree program. The data show that both students’ time flexibility ( r = .98) and especially their availability to learn in the morning are related to better grades in individual ( r = .93) and collaborative activities ( r = .46).
TL;DR: The paper explores the extent to which four frameworks that have been used in researching networked learning contexts can provide insights into the patterns of user behaviour that the authors see in Cloudworks.
Abstract: This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social and participatory practices (peer critiquing, sharing, user-generated content, aggregation, and personalisation) within an educational context. One of the key challenges in the development of the site has been to understand the user interactions and the changing patterns of user behaviour as it evolves. The paper explores the extent to which four frameworks that have been used in researching networked learning contexts can provide insights into the patterns of user behaviour that we see in Cloudworks. The paper considers this within the current debate about the new types of interactions, networking, and community being observed as users adapt to and appropriate new technologies.
TL;DR: Assessment of learners’ acceptance and satisfaction with video-based instructional materials for teaching distance learners practical skills in block-laying and concreting and how learners respond to these instructional materials determines whether levels of learner satisfaction and acceptance differ according to study centres.
Abstract: As video-based instructional materials become available to distance learners to learn practical skills at a distance, it is important to assess the instructional effectiveness of these materials and to understand how students respond to them. This paper is the second part of a larger exploratory study that assessed the instructional effectiveness of video-based instructional materials for teaching distance learners practical skills in block-laying and concreting and how learners respond to these instructional materials. Specifically, this paper aims to assess learners’ acceptance and satisfaction with the materials. It also aims to determine whether levels of learner satisfaction and acceptance differ according to study centres. Data were collected from 71 respondents at three study centres using a self-completion questionnaire comprising 17 Likert-type items. The data were analyzed using descriptive statistics, ANOVA, and Scheffe’s post hoc test at a 0.05 level of significance. Learners appeared positive about their learning experiences with the use of video-based instructional materials to learn practical skills at a distance as they rated highly all the items assessing their acceptance and satisfaction. Results of item-by-item ANOVA regarding learner acceptance indicated that the respondents, categorized according to study centres, exhibited similar levels of acceptance for nine of the ten items. For learner satisfaction, there were no statistically significant differences for six of the seven items. Thus, learners of different study centres exhibited about the same level of acceptance and satisfaction.
TL;DR: In this paper, an online questionnaire was distributed to students from four large Canadian distance education institutions to investigate their expertise with social media or their interest in harnessing these tools for informal learning or collaborating with peers, and the results show that students have diverse views and experiences, but they also show strong and significant age and gender differences in a variety of measures, as well as an important institution effect for interest in collaboration.
Abstract: In recent years, there has been a rapid growth in the use of social networking tools (eg, Facebook) and social media in general, mainly for social purposes (Smith, Salaway & Caruso 2009) Many educators, including ourselves, believe that these tools offer new educational affordances and avenues for students to interact with each other and with their teachers or tutors Considering the traditional drop-out rate problem documented in distance courses (Rovai, 2003; Woodley, 2004), these tools may be of special interest for distance education institutions as they have potential to assist in the critical “social integration” associated with persistence (Sweet, 1986; Tinto, 1975) However, as distance students are typically older than regular on-campus students, (Bean & Metzner, 1985; Rovai, 2003) little is known about their expertise with social media or their interest in harnessing these tools for informal learning or collaborating with peers To investigate these issues, an online questionnaire was distributed to students from four large Canadian distance education institutions A systematic sampling procedure lead to 3462 completed questionnaires The results show that students have diverse views and experiences, but they also show strong and significant age and gender differences in a variety of measures, as well as an important institution effect for interest in collaboration Males and younger students score higher on almost all indicators, including cooperative preferences The limits of the study and future developments and research questions are outlined //
TL;DR: This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students’ interactions when using online social media as a learning environment and discusses the pedagogical implications that arise from the use of social media and challenges traditional models of teaching and learning.
Abstract: This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students’ interactions when using online social media as a learning environment It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author’s action research study, conducted while she was a teacher working in an Australian public high school and completing her PhD The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students’ reactions and online activity while using a range of social media and Web 20 tools The authors use Graham Nuthall’s (2007) “lens on learning” to explore the social processes and culture of this shared online classroom The paper uses his extensive body of research and analyses of classroom learning processes to conceptualize and analyze data throughout the action research cycle It discusses the pedagogical implications that arise from the use of social media and, in so doing, challenges traditional models of teaching and learning
TL;DR: This paper describes the implementation of the CoI framework in a cohort-based online EdD program, where teaching presence and cognitive presence were easier to foster than social presence.
Abstract: The community of inquiry (CoI) framework has commonly been used to study teaching and learning in online courses (Garrison, Anderson, & Archer 2000). This paper describes the implementation of the CoI framework in a cohort-based online EdD program, where teaching presence and cognitive presence were easier to foster than social presence. Based on the results of an initial evaluation, suggestions are made to expand the components of the CoI framework when using it at a program level. Lessons learned from the implementation are also shared to assist others wishing to apply the CoI framework to online graduate programs.
TL;DR: In this article, the authors investigated the quality assurance systems for distance education at the higher education level in Asia with the aim of contributing to a better understanding of the current level of development of quality assurance in Asian distance education and to offer potential directions for policy makers when developing and elaborating quality assurance system.
Abstract: With the phenomenal expansion of distance education in Asia during the past three decades, there has been growing public demand for quality and accountability in distance education. This study investigates the national quality assurance systems for distance education at the higher education level in Asia with the aim of contributing to a better understanding of the current level of development of quality assurance in Asian distance education and to offer potential directions for policy makers when developing and elaborating quality assurance systems for distance education. The analysis of the existing quality assurance frameworks in the 11 countries/territories selected reveals that the level of quality assurance policy integration in the overall national quality assurance in higher education policy framework varies considerably. The purpose of quality assurance, policy frameworks, methods, and instruments in place are generally tailored to each country’s particular circumstances. There are, however, obvious commonalities that underpin these different quality assurance efforts.
TL;DR: The Flat World Knowledge open-source textbook model as mentioned in this paperWSK is a company that gives away and sells open source textbooks in a way it believes to be financially sustainable, which is not the case for most of the other open source textbook models.
Abstract: Many college students and their families are concerned about the high costs of textbooks. A company called Flat World Knowledge both gives away and sells open-source textbooks in a way it believes to be financially sustainable. This article reports on the financial sustainability of the Flat World Knowledge open-source textbook model after one year of operation.
TL;DR: In this article, the authors explored the factors that impact student use of the LMS K-Net in Qatari independent schools and found a strong relation between ICT knowledge and LMS usage.
Abstract: In an attempt to enhance teacher and student performance in school, a learning management system (LMS) known as Knowledge-Net (K-Net) was introduced in Qatari independent schools. (All public schools in Qatar have transformed to independent schools; the independent schools model is similar to the charter school system in North America.) An LMS is a tool that organizes and regulates classroom administrative tasks, supports teachers and students in the teaching and learning process, and informs parents of their children’s progress and school activities. Despite the benefits of the LMS, research studies indicate that its use by students has been limited because of a number of manipulative and non-manipulative factors that can influence behavior. This study explores the factors that impact student use of the LMS K-Net in Qatari independent schools. Quantitative data were collected through a questionnaire that was administered to students in 37 schools. A total of 1,376 students responded to the questionnaire. Semi-structured interviews were used to collect qualitative data that helped to confirm the results of the quantitative data and to provide additional insight on students’ perspectives regarding the use of the LMS. The results point to a strong relation between ICT knowledge and LMS usage. They suggest that the more ICT knowledge students have, the less prone they are to using the LMS. Attitudinal barriers were not predictive of usage. Student usage was strongly correlated to teacher and parent usage. This study is informative in evaluating LMS usage in Qatari schools.
TL;DR: A research framework for connectivism is presented as a proposal with the intention that it will be critiqued, tried, and improved upon where necessary and ultimately become part of the menu of other tools that serve connectivism research.
Abstract: Connectivism is receiving acknowledgement as a fresh way of conceptualising learning in the digital age. Thus, as a relatively new instructional framework, it is imperative that research on its applicability and effectiveness in a variety of educational contexts is advanced. In particular, a high premium should be placed on context-specific research that is aimed not only at developing general principles but also at improving practice in local settings. Thus, developmental research approaches become imperative and as such it becomes increasingly necessary to have models that would assist scholars to understand the learning ecologies of connectivism. This paper therefore proposes a research framework for connectivism that integrates approaches commonly used in online learning environments. The paper integrates the theories of online communities of practice, design-based research, and activity theory to construct a research framework that is characterised by a synergistic relationship between them. It demonstrates the viability of the model by using an example of how it was operationalised in one research project. The framework, whose potential strength derives from integrating already established theoretical constructs, is presented as a proposal with the intention that it will be critiqued, tried, and improved upon where necessary and ultimately become part of the menu of other tools that serve connectivism research.
TL;DR: This paper explored the variation in experiences of remote rural students who study with the Open University (UK) and found that perceptions of remoteness depended on geography, but were also relative to individual circumstances.
Abstract: Distance learning is seen as the obvious answer for remote learners, and the use of online media is expected to overcome any access difficulties imposed by geographical distance. However, this belief may be obscuring our understanding of the role that location and individual circumstances have in shaping student experience. This paper explores the variation in experiences of remote rural students who study with the Open University (UK). The researchers found that perceptions of remoteness depended on geography, but were also relative to individual circumstances. With respect to students’ sense of connection with university staff and peers, most mentioned their contact with their personal tutor. Networks with peers were less common, a matter of concern if peer networks are integral to fostering improved retention and progression. In this particular context, distance education may be playing an important and distinctive role for remote students by providing opportunities for connections with like-minded people.
TL;DR: Students enrolled in online courses, especially those designed with high levels of online interaction, receive higher grades and report greater learning than students in comparable F2F courses and online courses appear to provide deaf and hard-of-hearing students with special benefits through online discussion.
Abstract: This paper reports the findings of three studies within a program of research designed to better understand the factors contributing to the academic achievement of students in online courses and the contributions of interaction to online learning. The first study compared the academic achievement of students in the online and face-to-face (F2F) sections of multiple courses. In the second study, an online survey was used to obtain student perceptions of course satisfaction, learning, and communication. These factors were then related, using binary logistic regression analysis, to the amount of interaction that occurred in the students’ respective online courses; information from the myCourses course management system was used to quantify the amount of interaction that occurred in online courses. In the final study, both datasets were used to examine the academic achievement of students in online courses based upon the amount of interaction that had actually occurred. Whenever possible, a subgroup of deaf and hard-of-hearing students was included in the study to increase our understanding of the role that communication plays in the teaching-learning process. Our findings indicate that students enrolled in online courses, especially those designed with high levels of online interaction, receive higher grades and report greater learning than students in comparable F2F courses. In addition, online courses appear to provide deaf and hard-of-hearing students with special benefits in terms of academic achievement through online discussion. Overall, the studies illuminate how the quantity of interaction in online discussions relates to important success factors. Students in online courses with more interaction outperformed students in online courses with less interaction.
TL;DR: Key findings of the first delivery of the oTPD courselet point to a need for flexible access, sharing of resources, and support for constructionist pedagogical activities as a PD value for participants.
Abstract: This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was Robotics and Hands-on Activities in the Classroom. The courselet was designed for teachers who are interested in integrating constructionist pedagogies into their practice. Key findings of the first delivery of the oTPD courselet point to a need for flexible access, sharing of resources, and support for constructionist pedagogical activities as a PD value for participants. Findings further support the potential for an ongoing online community of practice around robotics in the classroom. The approach taken in this oTPD courselet of study continues to inform a model of oTPD delivery within a social-networking-enabled environment.
Journal Article•
TL;DR: In this article, the authors explored the role of the Internet as a research and learning tool for several decades and found that the Internet has remade how society creates and shares content and how people communicate and interact.
Abstract: New technologies that influence how information is created and shared and how people connect and socialize hold promise for adoption in education. Much like the idea of a book necessitated the development of the library or the idea of structured curriculum and domains of knowledge produced classrooms, the idea of the Internet – distributed, social, networked – influences the structure of education, teaching, and learning. Educators and researchers face a challenge in determining how the existing education system will be influenced and the new roles that will be expected of learners, teachers, and administrators. Information-centric fields such as journalism have struggled with the new democracy of information creation for over a decade. The music industry continues to grapple with access issues and the “unbundling of the album” initiated by Napster and firmly entrenched by iTunes. Telephone companies face an uncertain future as Skype, Google Voice, and other web-based communication services increase in popularity. Essentially, the Internet has remade how society creates and shares content and how people communicate and interact. The implications for education are significant. Educators have explored the role of the Internet as a research and learning tool for several decades. In the late 1990s, social network services (e.g., Friendster) and easy publishing tools (such as blogs) increased the ability for anyone with an Internet connection to both publish and engage in online conversations. Since that time, we’ve experienced a decade of amazing innovation in social networking sites (Facebook, Twitter), in openness movements (open source, open access), in mobile technologies (mobile phones, iPads), in the growth of broadband, in gaming, in multimedia (YouTube, podcasts), and in new tools that blend the physical and virtual worlds (location-based services such as Foursquare and Groupon, augmented reality, “internet of things”). International Review of Research in Open and Distance Learning
TL;DR: The Certificate for Online Adjunct Teaching (COAT) course as discussed by the authors is a state-wide online training course for higher education adjunct faculty who are preparing to teach their first online course.
Abstract: This article reports on an inter-institutional project to design, develop, pilot, and evaluate a state-wide online training course for higher education adjunct faculty who are preparing to teach their first online course. We begin with a brief literature review to contextualize the stated problem the project sought to address: the need for quality, accessible training for online adjunct faculty. We then give background information to describe the environment in which the project was situated before detailing the process of designing and piloting the first iteration of the Certificate for Online Adjunct Teaching (COAT) course. Using a mixed-methods approach (surveys and reflection journals), data were collected from the adjunct faculty who took the COAT course, the COAT instructor, and the COAT design This article reports on an inter-institutional project to design, develop, pilot, and evaluate a state-wide online training course for higher education adjunct faculty who are preparing to teach their first online course. We begin with a brief literature review to contextualize the stated problem the project sought to address: the need for quality, accessible training for online adjunct faculty. We then give background information to describe the environment in which the project was situated before detailing the process of designing and piloting the first iteration of the Certificate for Online Adjunct Teaching (COAT) course. Using a mixed-methods approach (surveys and reflection journals), data were collected from the adjunct faculty who took the COAT course, the COAT instructor, and the COAT design team. The results indicate that the pilot COAT course did meet the perceived needs and expectations of the course participants. We finish by discussing our plans for the next phase of this project. //
TL;DR: This paper uses the example of an Internet-based advanced studies course to show how the portfolio method, as a competence-based form of examination, can be integrated in a blended learning design.
Abstract: This paper uses the example of an Internet-based advanced studies course to show how the portfolio method, as a competence-based form of examination, can be integrated in a blended learning design. Within the framework of a qualitative analysis of project portfolios, we examined which competencies are documented and how students reflected on their competence development process using portfolios.