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Open educational resources (OER) are teaching and learning materials which are freely available and openly licensed. Repositories of OER (ROER) are platforms that host and facilitate access to these resources. ROER should not just be designed to store this content – in keeping with the aims of the OER movement, they should support educators in […]
This paper explores how Sharpe and Beetham’s Digital Literacies Framework which was derived to model students’ digital literacies, can be applied to lecturers’ digital literacy practices. Data from a small-scale phenomenological study of higher education lecturers who used Web 2.0 in their teaching and learning practices are used to examine if this pyramid model represents […]
Computer mediated communication (CMC) offers new opportunities for learners to create communities of inquiry that allow for more active learning. This paper reports on the use of a Learning Management System (LMS) as a tool to facilitate students’ writing and critical thinking skills. The primary data for the study came from students’ online learning records […]
This article is about peer-to-peer learning amongst students within K–12 virtual schools. This issue is examined through a case study of experiences of three students with disabilities enrolled in one virtual school and that of their parents, teachers, and school administrators. The article is framed around variability in learners’ aptitudes for peer-to-peer learning, in the […]
The objective of this study was to evaluate students’ self-regulated learning (SRL) skills used in a Web-intensive learning environment. The research question guiding the study was: How did the use of student SRL skills and student engagement in online activities compare between higher- and lower-performing students participating in a Web-intensive engineering course? Specific focus was […]
Many factors affect students selecting a university to attend and almost as many factors that can present challenges once they enroll and begin attending classes. Once they start taking courses, the next challenge is completing them, and this can be particularly taxing for online students. In the case of online universities, quality assessment criteria of the online courses […]
Studies on the influence of video content on student outcomes in online courses generally reveal two consistent and contradictory themes: students perceive value in the content, but there is no measurable difference in student outcomes in courses that use video content. This study examined the influence of instructor-generated video content on student satisfaction (measured by […]
With advances in learning management systems and online course delivery methods, teachers have a variety of options to control the release of course content based on specific criteria. Despite the availability of such conditional release tools, very little research has assessed student perceptions and experiences with these tools. In a 2011 article, Gardner, Fisher, Raffo, […]
We evaluated the satisfaction and improvement in learning outcomes of students taking a distance course in Public Health facilitated by the Institute for Preventive Medicine and Public Health at the Hanoi Medical University and the State University of New York at Albany. European Journal of Open, Distance and E-Learning Full Article
In this paper we propose a new Technopedagogical Disciplinary Knowledge model. This model integrates four separate dimensions, which we use to measure a teacher’s effectiveness. These are the individual teacher’s discipline (D), personal epistemology (E), pedagogical knowledge (P), and knowledge of technology (T). We also acknowledge the existence of relationships between these components. These can […]