The International Review of Research in Open and Distributed Learning
May 16, 2016 Volume 17, Number 3
Editors
Rory McGreal; Dianne Conrad
Table of Contents
Number of articles: 21
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Diffusion of Innovations Approach to the Evaluation of Learning Management System Usage in an Open Distance Learning Institution
Peter Mkhize, Emmanuel Mtsweni & Portia Buthelezi, University of South Africa
Academic institutions such as the University of South Africa (Unisa) are using information and communication technology (ICT) in order to conduct their daily primary operations, which are teaching ... More
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Doing Q Methodological Research: Theory, Method and Interpretation
Liwen Chen, Graduate Institute of Technology Management, Chung-Hua University, R.O.C., Taiwan
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Interaction Gaps in PhD Education and ICT as a Way Forward: Results from a Study in Sweden
Naghmeh Aghaee, Stockholm University; William Byron Jobe, Thashmee Karunaratne, Smedberg, Henrik Hansson & Matti Tedre
Many research studies have highlighted the low completion rate and slow progress in PhD education. Universities strive to improve throughput and quality in their PhD education programs. In this... More
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Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity
Colin Madland, Thompson Rivers University; Griff Richards, Athabasca University
The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction... More
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Blurring Boundaries in Education: Context and Impact of MOOCs
Johan Loeckx, Vrije Universiteit Brussel
The opinions on MOOCs go to extremes, covering a wide variety of topics, affecting economy, pedagogy, and computer science which makes it hard to keep oversight. Despite the many excellent research... More
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Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School
Harun Cigdem, Turkish Land Forces Non-Commissioned Officer College; Mustafa Ozturk, Hacettepe University
There is a substantial increase in the use of learning management systems (LMSs) to support teaching and learning activities in higher education institutions. Despite their benefits, students use... More
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Revising the Community of Inquiry Framework for the Analysis of One-To-One Online Learning Relationships
Stefan Stenbom, Malin Jansson & Annelie Hulkko, KTH Royal Institute of Technology
In online learning research, the theoretical community of inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper... More
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Identifying Tensions in the Use of Open Licenses in OER Repositories
Tel Amiel, UNESCO Chair in Open Education (UNICAMP); Tiago Soares, Universidade de So Paulo
We present an analysis of 50 repositories for educational content conducted through an "audit system" that helped us classify these repositories, their software systems, promoters, and how they... More
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Participation in the Virtual Environment of Blended College Courses: An Activity Study of Student Performance
Cathy Cavanaugh, Microsoft Worldwide Education; Jace Hargis, Chaminade University; John Mayberry, University of the Pacific
This paper describes a study of success factors in the introductory semester of liberal studies blended courses offered at the bachelor of science level. The influence of student participation in... More
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Teacher Perceptions of Learner-Learner Engagement at a Cyber High School
Jered Borup, George Mason University
Distance education has historically contained little or no learner–learner interactions. Currently the Internet allows for unprecedented levels of learner–learner interaction and has the potential ... More
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Flipped Classroom Research and Trends from Different Fields of Study
Zamzami Zainuddin, State Islamic University (UIN) of Ar-Raniry; Siti Halili, University of Malaya
This paper aims to analyse the trends and contents of flipped classroom research based on 20 articles that report on flipped learning classroom initiatives from 2013–2015. The content analysis was ... More
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Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC
Sunnie Watson, Purdue University, Assistant Professor; William Watson & Jennifer Richardson, Purdue University, Associate Professor.; Jamie Loizzo, University of Nebraska Lincoln, Assistant Professor
This study examines a MOOC instructor’s use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change.... More
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Hispanic or Latino Student Success in Online Schools
Michael Corry, George Washington University
The purpose of this study is to examine graduation and dropout rates for Hispanic or Latino K–12 students enrolled in fully online and blended public school settings in Arizona. The independent... More
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Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue
Omid Noroozi, Wageningen University; Simon McAlister, University of East London; Martin Mulder, Wageningen University
The goal of this study was to explore how students debate with their peers within a designed context using a digital dialogue game, and whether their epistemic beliefs are significant to the... More
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Does Formal Credit Work for MOOC-Like Learning Environments?
Engin Kursun, Ataturk University
Although a number of claims have been made describing massive open online courses (MOOCs) as a disruptive innovation in education, these claims have not yet been proven through research. Instead,... More
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Status of E-Learning in Public Universities in Kenya
George Makokha, Kenyatta University Geography Department P.O. Box 43844-00100 Nairobi KENYA; Dorothy Mutisya, South Eastern Kenya University School of Water Resources, Science and Technology P.O. Box 170-90200 Kitui KENYA
The purpose of this study was to assess the status of e-learning in public universities in Kenya. Data were collected using questionnaires administered to both students and lecturers randomly... More
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The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses
Amanda Rockinson-Szapkiw, Liberty University; Jillian Wendt, Virginia International University; Mervyn Whighting & Deanna Nisbet, Regent University
The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the ... More
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New Ideas on the Design of the Web-Based Learning System Oriented to Problem Solving From the Perspective of Question Chain and Learning Community
Yin Zhang, Department of Education, Ocean University of China; Samuel Chu
In recent years, a number of models concerning problem solving systems have been put forward. However, many of them stress on technology and neglect the research of problem solving itself,... More
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Growth patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course
Hajar Ghadirian, Ahmad Fauzi Mohd Ayub, Kamariah Binti Abu Bakar & Maryam Hassanzadeh, Universiti Putra Malaysia
This study presents a case study of asynchronous online discussions\u2019 (AOD) growth patterns in an undergraduate blended course to address the gap in our current understanding of how threads are... More
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Blending Formal and Informal Learning Networks for Online Learning
Betul Czerkawski, University of Arizona
With the emergence of social software and the advance of web-based technologies, online learning networks provide invaluable opportunities for learning, whether formal or informal. Unlike top-down,... More
