https://demo.publicknowledgeproject.org/ojs3/demo/index.php/classic/issue/feed Classic: An OJS Theme Demo 2018-09-12T11:12:37-07:00 Kevin Stranack stranack@gmail.com Open Journal Systems https://demo.publicknowledgeproject.org/ojs3/demo/index.php/classic/article/view/814 Advances in Research on Social Networking in Open and Distributed Learning 2018-09-12T10:37:03-07:00 Kevin Stranack none@mail.com <p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. In quis ipsum aliquet, interdum lorem nec, blandit massa. Aliquam fringilla elementum erat vel convallis. Donec sed erat sagittis, accumsan ligula vel, eleifend tellus. Nulla ultrices lacinia lectus vel vestibulum. Duis aliquam sed elit ac pharetra. Donec lobortis id quam id tristique. Donec neque mauris, viverra vel blandit quis, consequat eu lacus. Nulla facilisi. Sed quis molestie arcu, et bibendum erat. Donec massa lectus, vehicula a mi id, eleifend vestibulum neque. Donec ut risus non lacus vehicula mattis at vel purus. Etiam auctor suscipit semper. Suspendisse urna turpis, condimentum in lobortis in.</p> 2018-04-12T00:00:00-07:00 Copyright (c) https://demo.publicknowledgeproject.org/ojs3/demo/index.php/classic/article/view/815 Cost-savings achieved in two semesters through the adoption of open educational resources 2018-09-12T11:12:37-07:00 John Levi Hilton III none@mail.com <p>Textbooks represent a significant portion of the overall cost of higher education in the United States. The burden of these costs is typically shouldered by students, those who support them, and the taxpayers who fund the grants and student loans which pay for textbooks. Open educational resources (OER) provide students a way to receive high-quality learning materials at little or no cost to students. We report on the cost savings achieved by students at eight colleges when these colleges began utilizing OER in place of traditional commercial textbooks.</p> 2018-04-12T00:00:00-07:00 Copyright (c) https://demo.publicknowledgeproject.org/ojs3/demo/index.php/classic/article/view/828 Blending online asynchronous and synchronous learning 2018-09-12T11:08:06-07:00 Lisa C. Yamagata-Lynch none@mail.com <p>In this article I will share a qualitative self-study about a 15-week blended 100% online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the University of Tennessee (UT) during the spring 2012 semester and the course topic was online learning environments. The primary research question of this study was: How can the designer/instructor optimize learning experiences for students who are studying about online learning environments in a blended online course relying on both synchronous and asynchronous technologies? I relied on student reflections of course activities during the beginning, middle, and the end of the semester as the primary data source to obtain their insights regarding course experiences. Through the experiences involved in designing and teaching the course and engaging in this study I found that there is room in the instructional technology research community to address strategies for facilitating online synchronous learning that complement asynchronous learning. Synchronous online whole class meetings and well-structured small group meetings can help students feel a stronger sense of connection to their peers and instructor and stay engaged with course activities. In order to provide meaningful learning spaces in synchronous learning environments, the instructor/designer needs to balance the tension between embracing the flexibility that the online space affords to users and designing deliberate structures that will help them take advantage of the flexible space.</p> 2018-04-12T00:00:00-07:00 Copyright (c) https://demo.publicknowledgeproject.org/ojs3/demo/index.php/classic/article/view/818 An elaborated model of student support to allow for gender considerations in Asian distance education 2018-09-12T11:08:32-07:00 Insung Jung none@mail.com Seongyoun Hong example@example.com <p>Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student support model which took account of gender issues. An online survey was conducted with 1,113 distance learners in Japan, Korea, Hong Kong SAR China, Malaysia, India, Pakistan, Philippines, Singapore, and Thailand which required them to respond to open-ended questions regarding their main concerns over the quality of distance education. Their responses were analyzed with Nvivo 2.0 based on the framework of the Atkins (2008) ARCS model of distance learner support. It was found that in assessing the quality of DE the students valued 13 types of student support across five domains: affective, reflective, cognitive, systemic, and gender-considerate. It was also confirmed that there were gender differences in the students’ perceptions of the need for student support. Building on these findings, an elaborated model for student support for Asian distance learners was developed from a systems perspective, and from this, a list of supporting strategies was proposed.&nbsp;</p> 2018-04-12T00:00:00-07:00 Copyright (c) https://demo.publicknowledgeproject.org/ojs3/demo/index.php/classic/article/view/830 Neither the frying pan nor the fire 2018-09-12T11:04:00-07:00 Jan Herrington example@example.com Hanna Teräs none@mail.com <p>Teaching in higher education in the 21st century can be a demanding and complex role and academic educators around the globe are dealing with questions related to change. This paper describes a new type of a professional development program for teaching faculty, using a pedagogical model based on the principles of authentic e-learning. The program was developed with the help of an iterative educational design research process and rapid prototyping based on on-going research and redesign. This paper describes how the findings of the evaluations guided the design process and how the impact of the measures taken was in turn researched, in order to eventually identify and refine design principles for an authentic e-learning program for international teaching faculty professional development.</p> 2018-04-12T00:00:00-07:00 Copyright (c) https://demo.publicknowledgeproject.org/ojs3/demo/index.php/classic/article/view/817 Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students? 2018-09-12T10:20:06-07:00 Chi-Cheng Chang none@mail.com <p>The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (<em>n</em>&nbsp;= 33) which studied through blended e-learning or the control group (<em>n</em>&nbsp;= 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.</p> 2018-04-12T00:00:00-07:00 Copyright (c) https://demo.publicknowledgeproject.org/ojs3/demo/index.php/classic/article/view/822 Mass customization of education by an institution of HE: What can we learn from industry? 2018-09-12T10:22:41-07:00 Robert Schuwer rschuwer@mailinator.com Rob Kusters rusters@mailinator.com <div id="articleAbstract"> <div> <p>One of the claims the OER movement makes is that availability of (open) digital learning materials improves the quality of education. The promise is the ability to offer educational programs that take into account specific demands of the learner. The question is how to reach a situation where a customized demand can be met using OER with acceptable quality against acceptable costs. This situation resembles mass customization as is common in industry for several decades now. Techniques from an industry where an end product is assembled with the demands of the customer as a starting point can be translated to the field of education where courses and learning paths through a curriculum are assembled using a mixture of open and closed learning materials and learning services offered by an institution. Advanced IT support for both the modeling of the learning materials and services and a configurator to be used by a learner are necessary conditions for this approach.</p> </div> </div> 2018-09-12T00:00:00-07:00 Copyright (c) 2014 Robert Schuwer, Rob Kusters https://demo.publicknowledgeproject.org/ojs3/demo/index.php/classic/article/view/816 Designing online interaction to address disciplinary competencies 2018-09-12T10:48:28-07:00 Elena Barberà example@example.com Ludmila Layne example@example.com Charlotte N. Gunawardena example@example.com <div> <p>This study was conducted at colleges in three countries (United States, Venezuela, and Spain) and across three academic disciplines (engineering, education, and business), to examine how experienced faculty define competencies for their discipline, and design instructional interaction for online courses. A qualitative research design employing in-depth interviews was selected. Results show that disciplinary knowledge takes precedence when faculty members select competencies to be developed in online courses for their respective professions. In all three disciplines, the design of interaction to correspond with disciplinary competencies was often influenced by contextual factors that modify faculty intention. Therefore, instructional design will vary across countries in the same discipline to address the local context, such as the needs and expectations of the learners, faculty perspectives, beliefs and values, and the needs of the institution, the community, and country. The three disciplines from the three countries agreed on the importance of the following competencies: knowledge of the field, higher order cognitive processes such as critical thinking, analysis, problem solving, transfer of knowledge, oral and written communication skills, team work, decision making, leadership and management skills, indicating far more similarities in competencies than differences between the three different applied disciplines. We found a lack of correspondence between faculty’s intent to develop collaborative learning skills and the actual development of them. Contextual factors such as faculty prior experience in design, student reluctance to engage in collaborative learning, and institutional assessment systems that focus on individual performance were some of these reasons.</p> </div> 2018-05-31T00:00:00-07:00 Copyright (c) 2018 Vitaliy Bezsheiko https://demo.publicknowledgeproject.org/ojs3/demo/index.php/classic/article/view/823 A path analysis of educator perceptions of open educational resources using the technology acceptance model 2018-09-12T10:34:45-07:00 Hope Kelley hkelley@mailinator.com <p>Open educational resources (OER) are making their way into a variety of educational contexts from formal lesson planning to just in time learning. Educators and training professionals have been recognized as an important audience for these materials. The concepts of <em>self</em>-<em>efficacy</em> and <em>outcome judgment</em> from social cognitive learning theory serve as theoretical constructs to measure educator perceptions of OER. This study uses a path analysis, based on the technology acceptance model, to understand adoption of these resources by this audience with a particular emphasis on self-efficacy. Among the participants, three main groups were identified: K-12 educators, higher education professionals, and those involved in workplace training. A discriminant function analysis found that K-12 educators stood out as finding OER relevant to improving their practice. Recommendations are made in regards to an emphasis on easy to use designs to improve application self-efficacy of OER and instructional messaging for future K-12 educators.</p> 2018-09-12T00:00:00-07:00 Copyright (c) 2014 Demonstration Journal of the Classic Theme