European Journal of Open, Distance and E-Learning

Euro. J. of Open, Di.&E-L.ONL

<abstract><title style='display:none'>Abstract</title>Universities in the U.S. typically offer to teach introductory engineering courses in large classes to tackle the increase in undergraduate engineering enrolment and to save on cost of teaching. Previous studies done on traditionally taught large classes have shown the negative effects it has on students and faculty. Many institutions use online courses to teach these large classes due to the flexibility they provide students with in their schedule and pace of learning, as well as being less expensive for the university. This study aimed to investigate the effect of online pedagogy on the academic performance of students enrolled in mechanics of materials course taught at a U.S. Midwestern University. The findings of the study reveal that the online pedagogy had a negative effect on student academic performance when compared with the traditionally taught group. This was true for all demographics (gender, enrolment status, nationality) and categories (high, medium and low academic performance) of students except for high performing students for whom online pedagogy shows promise.</abstract>

Abstract

Keywords

<article-title>Comparison of Academic Performance of Students in Online Vs Traditional Engineering Course</article-title>

Comparison of Academic Performance of Students in Online Vs Traditional Engineering Course

<abstract><title style='display:none'>Abstract</title>This paper describes a design-based implementation research (DBIR) approach to the development and trialling of a new generation massive open online course (ngMOOC) situated in an instructional setting of undergraduate mathematics at a regional Australian university. This process is underscored by two important innovations: (a) a basis in a well-established human cognitive architecture in terms of cognitive load theory; and (b) point-of-contact feedback based in a well-tested online system dedicated to enhancing the learning process. Analysis of preliminary trials suggests that the DBIR approach to the ngMOOC construction and development supports theoretical standpoints that argue for an understanding of how design for optimal learning can utilise conditions, such as differing online or blended educational contexts, in order to be effective and scalable. The ngMOOC development described in this paper marks the adoption of a cognitive architecture in conjunction with feedback systems, offering the groundwork for use of adaptive systems that cater for learner expertise. This approach seems especially useful in constructing and developing online learning that is self-paced and curriculum-based.</abstract>

<article-title>Developing a New Generation MOOC (ngMOOC): A Design-Based Implementation Research Project with Cognitive Architecture and Student Feedback in Mind</article-title>

Developing a New Generation MOOC (ngMOOC): A Design-Based Implementation Research Project with Cognitive Architecture and Student Feedback in Mind

<abstract><title style='display:none'>Abstract</title>The self-determination of online graduate students was studied in terms of the impact of autonomy, competence and relatedness upon their persistence. Unique to this study was the assessment of the potential influence of socio-cultural factors. As the majority of research into online university students’ persistence is generated from the US, Canada, UK and European countries assessing their own domestic populations, the global nature of this study provides a new perspective. Fifty-four online graduate students representing 26 countries participated representing 19 lesser developed economies and 7 developed economies. Collectivist versus individualistic cultures were equally represented. Self-determination Theory (SDT) was examined both in terms of the online classroom environment as well as overcoming life challenges for programme perseverance. A correlational matrix was used to reject the null hypothesis. Results indicated that statistically significant correlations exist among the three variables, and, in the instances of the variables of autonomy and relatedness, a significant negative correlation exists. The findings indicate that the participants displayed strong internal locus of control, self-directed learning, competency and relatedness in attaining success within the online environment programme. Cultural communitarianism values were not found to be of significant influence.</abstract>

University of Liverpool Management School Online Graduate Studies

charmaine.bissessar@roehampton-online.ac.uk

<article-title>An Analysis of Intercultural Students’ Self-Determination in Graduate Online Programmes: Implications for Praxis</article-title>

An Analysis of Intercultural Students’ Self-Determination in Graduate Online Programmes: Implications for Praxis

An Analysis of Intercultural Students��� Self-Determination in Graduate Online Programmes: Implications for Praxis

<abstract><title style='display:none'>Abstract</title>With the increase in the number of online courses being offered, it is important for faculty to be prepared to teach online. In this study, we examine US and German faculty perceptions on their preparedness to teach online based on the perception of importance of teaching online competencies and their efficacy to teach online. We also examine factors (gender, age, country located, academic discipline, academic rank, method of teaching, years of teaching, years of teaching online and level taught) that are related to US and German faculty perception of the importance and efficacy of online teaching. Overall, the US faculty rated the competencies higher compared to the German faculty both in perception of importance and self-efficacy. Significant differences in the perception of the importance of competencies were noted based on gender, training, level taught, rank, and age. For self-efficacy, there were significant differences between the faculty in teaching format (synchronous, asynchronous or hybrid format), years of teaching online, and age. This study has implications for instructors who teach online, for instructional designers who offer professional development for online teaching and for administrators who support online learning at the universities.</abstract>

<article-title>Examining Faculty Readiness to Teach Online: A Comparison of US and German Educators</article-title>

Examining Faculty Readiness to Teach Online: A Comparison of US and German Educators

<abstract><title style='display:none'>Abstract</title>Social media platforms have transformed the way we live and work. These platforms have opened up new opportunities for service provisioning and business models. Therefore, this paper presents findings of how leading Ugandan Universities are integrating social media in the teaching and learning processes. The researchers adopted a multi-methodology research approach which involved; collecting, analysing and integrating quantitative (surveys) and qualitative (focus group discussions and interviews) research methods. A total of 300 respondents were targeted (students and lecturers) of which 250 responded (196 male and 54 female). The respondents from Makerere University, Uganda technology and Management University (UTAMU) and Makerere University Business School. The results of the study indicated that majority (94.8%) of the respondents use WhatsApp, 86.5% Facebook, 82.1% YouTube, 53.8% Twitter, 39.8% Instagram and 9.2% snapchat. It was observed that 225 about 91.1% of student’s use social media for learning purposes. A total of 238 respondents use smartphones to access social media. While majority of students on social media platforms use these platforms for learning purposes, majority of lecturers (37.6%) never engage students on social media. Therefore, there is a mismatch on social media usage between students and lectures and this calls for the development of social media policies at universities to promote and guide the integration of these platforms in the teaching and learning processes.</abstract>

Uganda Technology and Management University (UTAMU)

<article-title>Leveraging Social Media in Higher Education: A Case of Universities in Uganda</article-title>

Leveraging Social Media in Higher Education: A Case of Universities in Uganda

{"article-title":"Leveraging Social Media in Higher Education: A Case of Universities in Uganda"}

<abstract><title style='display:none'>Abstract</title>In recent years there has been a significant growth in the number of online courses known as MOOCs available via online providers such as edX and Coursera. The result has been a marked reduction in the clarity around the different course offerings and this has created a need to reconsider the classification schemes for MOOCs to help inform potential participants. Many classifications have been proposed which cover the needs of academics and providers but may not be suitable for learners choosing a course. In this paper, the various classifications used by MOOC providers and aggregator services to categorise MOOCs in presenting information to prospective learners are gathered and analysed. As a result, 13 different categories are identified, which cover information provided to learners before entering a course. These categories are then compared and combined with classifications from the literature to create a taxonomy centred round eight terms: Massive (e.g. enrolments), Open (e.g. pre-requisites), Online (e.g. Timings), Assessment, Pedagogy (e.g. instructor-led), Quality (e.g. reviews), Delivery (e.g. educators), Subject (e.g. Syllabus). Thus, producing a taxonomy capable of categorising MOOCs from a wider perspective.</abstract>

<article-title>A MOOC Taxonomy Based on Classification Schemes of MOOCs</article-title>

A MOOC Taxonomy Based on Classification Schemes of MOOCs

{"article-title":"A MOOC Taxonomy Based on Classification Schemes of MOOCs"}

European Journal of Open, Distance and E-Learning is covered by the following services: <ul> <li> Baidu Scholar </li> <li> Cabell's Whitelist </li> <li> CEJSH (The Central European Journal of Social Sciences and Humanities) </li> <li> CNKI Scholar (China National Knowledge Infrastructure) </li> <li> CNPIEC - cnpLINKer </li> <li> Dimensions </li> <li> EBSCO </li> <li> ERIC (Education Resources Information Center) </li> <li> ExLibris </li> <li> Genamics JournalSeek </li> <li> Google Scholar </li> <li> J-Gate </li> <li> JournalGuide </li> <li> JournalTOCs </li> <li> KESLI-NDSL (Korean National Discovery for Science Leaders) </li> <li> MyScienceWork </li> <li> Naver Academic </li> <li> Naviga (Softweco) </li> <li> ProQuest </li> <li> Publons </li> <li> QOAM (Quality Open Access Market) </li> <li> ReadCube </li> <li> Semantic Scholar </li> <li> TDNet </li> <li> Ulrich's Periodicals Directory/ulrichsweb </li> <li> WanFang Data </li> <li> WorldCat (OCLC) </li> <li> X-MOL </li> </ul>

European Journal of Open, Distance and E-Learning ist in den folgenden Services indiziert: <ul> <li> Baidu Scholar </li> <li> Cabell's Whitelist </li> <li> CEJSH (The Central European Journal of Social Sciences and Humanities) </li> <li> CNKI Scholar (China National Knowledge Infrastructure) </li> <li> CNPIEC - cnpLINKer </li> <li> Dimensions </li> <li> EBSCO </li> <li> ERIC (Education Resources Information Center) </li> <li> ExLibris </li> <li> Genamics JournalSeek </li> <li> Google Scholar </li> <li> J-Gate </li> <li> JournalGuide </li> <li> JournalTOCs </li> <li> KESLI-NDSL (Korean National Discovery for Science Leaders) </li> <li> MyScienceWork </li> <li> Naver Academic </li> <li> Naviga (Softweco) </li> <li> ProQuest </li> <li> Publons </li> <li> QOAM (Quality Open Access Market) </li> <li> ReadCube </li> <li> Semantic Scholar </li> <li> TDNet </li> <li> Ulrich's Periodicals Directory/ulrichsweb </li> <li> WanFang Data </li> <li> WorldCat (OCLC) </li> <li> X-MOL </li> </ul>

<DIV align=left> Aims and Policies The European Journal of Open, Distance and E-Learning (EURODL) is an electronic, multi-media, open access journal. It has no article processing charges (APCs) and not article submission charges. The double blind peer-review journal publishes the accounts of research and presents scholarly work and solid information about open, distance, online and e-learning in technology-enhanced education and training in its most inclusive definition since 1995. By covering all sectors within education and training, this e-journal promotes the work of researchers and practitioners in education and wishes: <UL> <LI>to present a forum for discussion of ODL issues at all educational levels and in all training contexts; </LI> <LI>to create a place where European concerns and experience of the learning potential in new educational media can be articulated; </LI> <LI>to exchange ideas on cross-cultural collaboration and knowledge transfer; </LI> <LI>to explore and demonstrate the potential of electronic publication; </LI> <LI>to weave links between journal contributions and other resources and forums in European ODL. </LI></UL> The language of publication is English, with an abstract in the author's chosen language. Additionally, there is an option to publish the originally submitted paper's identical copy in another language; however, this latter contribution is not refereed. The journal allows all the languages of Europe to appear, as the abstract and/or the optional contribution will be in the chosen language of the authors and will therefore extend e.g. from Lithuanian to German. Focal Themes of EURODL <OL> <LI>Implementing distance and e-learning in traditional contexts <UL> <LI>The influence of various concepts and methodologies of education and training </LI> <LI>Developing and implementing institutional strategies </LI> <LI>Searching for best practice in support of professionalisation </LI> <LI>Coping with resistance in existing "cultures" (research ��� teaching ��� management) </LI> <LI>Learning process design, teaching methodologies </LI> <LI>Learner support, student-teacher interactions </LI> <LI>Teacher and tutor training </LI> <LI>Collaborative learning issues </LI></UL></LI> <LI>New technologies and new learning: concepts and models <UL> <LI>Developing and designing new models of production and delivery in ODL and e-learning </LI> <LI>Multimedia approaches, virtual education and virtual mobility issues </LI> <LI>E-Learning environments and platforms </LI> <LI>Informal arenas of learning ��� learning opportunities in daily life and the workplace </LI> <LI>Social networking and learning </LI></UL></LI> <LI>Quality, evaluation and accreditation challenges <UL> <LI>Quality assurance, quality management systems and frameworks in distance and e-learning </LI> <LI>Evaluation and benchmarking methods and procedures </LI> <LI>Standardisation issues </LI> <LI>Assessment and accreditation of courses and institutions </LI></UL></LI> <LI>The European dimension and cultural factors in ODL <UL> <LI>The influence of political, institutional and cultural traditions on ODL </LI> <LI>Open, distance and e-learning in international contexts: motivation, interests and experience in the educational world </LI> <LI>Values in European approaches to distance and e-learning in a global context </LI> <LI>Impact and achievements of EU initiatives in the fields of distance and e-learning </LI></UL></LI> <LI>Distance and e-learning policy and development <UL> <LI>Modernisation of education in policy ��� Evolution of the discourse about ODL and e-learning from historical perspectives </LI> <LI>The state of art of the technology-methodology development; consolidating the distance and e-learning practice for the new knowledge societies </LI> <LI>The role of internationalisation in the consolidation, standardisation and professionalisation of the European ODL and e-learning </LI> <LI>The role of e-learning and distance education in the modernisation process of economies, societies and education systems </LI></UL></LI> <LI>Management and Organisational Development <UL> <LI>Logistic and organisational challenges </LI> <LI>Strategic leadership and organisational change in distance and e-learning contexts </LI> <LI>Management styles for distance and e-learning organisational development </LI> <LI>Economic models for distance and e-learning activities </LI></UL></LI></OL> Copyright Information �� European Journal of Open, Distance and E-Learning is the journal of the <A href="http://www.eden-online.org/">European Distance and E-Learning Network (EDEN)</A> published by Sciendo. Archiving Sciendo archives the contents of this journal in <A href="https://www.portico.org/">Portico</A> - digital long-term preservation service of scholarly books, journals and collections. Plagiarism Policy The editorial board is participating in a growing community of <A href="https://www.crossref.org/services/similarity-check/">Similarity Check System's</A> users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. BACK ISSUES: EURODL volumes published before 2014 are available <A href="https://old.eurodl.org/?p=archives">here</A>. </DIV>

Editor-in-Chief Wim Van Petegem, KU Leuven, Belgium EURODL Secretariat: Provided by the EDEN Secretariat c/o Budapest University of Technology and Economics H-1111 Budapest, Egry J��zsef u. 1.Hungary Tel: +36-1-463-1628, Fax: +36-1-463-1858 E-mail: <a href="mailto:secretariat@eurodl.org">secretariat@eurodl.org</a> Editorial Advisory Board (in alphabetical order) Dianne Conrad, Athabasca University, (retired), former Co-Editor International Review of Research in Open and Distributed Learning, Canada Josep M Duart, Universitat Oberta de Catalunya (UOC), Co-Editor-in-Chief of the International Journal of Educational Technology in Higher Education, Spain In��s Gil Jaurena, Universidad Nacional de Educaci��n a Distancia (UNED), Editor Open Praxis, Spain Editorial Board (in alphabetical order) Alan Tait, EURODL Senior Editor Emeritus,The Open University, University of London, United Kingdom Ulrich Bernath, EURODL Senior Editor Emeritus, Ulrich Bernath Foundation for Research in Open and Distance Learning, Germany Diana Andone, <a href="http://www.upt.ro/english/index.php">Politechnica University of Timisoara</a>, Romania Lisa Marie Blaschke, <a href="http://www.uni-oldenburg.de/uni">Carl von Ossietzky University of Oldenburg</a>, Germany Federico Borges, <a href="http://www.udl.es/ca/">Universitat de Lleida</a>, Spain Mark Brown, Dublin City University, Ireland Ulf-Daniel Ehlers, <a href="http://www.dhbw-karlsruhe.de/">Baden-Wurttemberg Cooperative State University Karlsruhe</a>, Germany Lynn Farquhar, <a href="http://www.wlu.ca/">Wilfrid Laurier University</a>, Canada Giselle M. S. Ferreira, <a href="http://http/www.puc-rio.br/english/">Pontifical Catholic University of Rio de Janeiro</a>, Brazil Rachel Forsyth, <a href="http://www.celt.mmu.ac.uk/">Manchester Metropolitan University</a>, United Kingdom Michael Sean Gallagher, Hankuk University of Foreign Studies, Korea Elsebeth Korsgaard Sorensen, University of Cambridge, Aarhus University, United Kingdom, Denmark <a href="mailto:jack.koumi@btinternet.com">Jack Koumi</a>, University of the Philippines, The Philippines; President, Educational Media Production Training, United Kingdom Sandra Ku��ina Softi��, University of Zagreb, Croatia Gila Kurtz, <a href="http://https/www.hit.ac.il/en">Holon Institute of Technology (HIT)</a>, Israel Kay Mac Keogh, Dublin City University, Ireland Bill McNeill, Independent Consultant, Ireland Ebba Ossiannilsson, Lund University, Sweden Tu��ba ��zt��rk, <a href="http://www.en.ankara.edu.tr/">Ankara University</a>, Turkey Paul Prinsloo, <a href="http://www.unisa.ac.za/">University of South Africa (Unisa)</a>, South Africa Timothy Read, <a href="http://www.uned.es/">Universidad Nacional de Educaci��n a Distancia (UNED)</a>, Spain Alfredo Soeiro, University of Porto, Portugal Andras Szucs, <a href="http://www.eden-online.org/">European Distance and E-Learning Network (EDEN)</a>, Hungary Ant��nio Moreira Teixeira, <a href="http://www.univ-ab.pt/">Universidade Aberta</a>, Portugal Airina Volungevi��ien��,<a href="http://www.studyonline.lt/">Vytautas Magnus University (VMU)</a>, Lithuania Editorial Manager Judit Komuves, EDEN Secretariat, Hungary Publisher De Gruyter Poland Bogumi��a Zuga 32A Str. 01-811 Warsaw, Poland T: +48 22 701 50 15

<DIV align=left> Please submit your article via <A href="https://www.editorialmanager.com/EURODL">Editorial Manager</A> Authors of relevant papers are invited to submit proposals in one of the focal themes of EURODL featured in the Focal Themes section, and to check the specific set of guidelines helping them through the submission procedure. Before submitting your contribution, please, make sure that you read the Copyright Information as by submitting your proposal you agree to its terms and conditions. References should be elaborated according to the <A href="http://www.library.cornell.edu/resrch/citmanage/apa">APA (American Psychological Association)</A> specifications. References to journals should include the authors' names and initials, title of publication, full name of the journal, publication year, volume, number and starting and ending page. This journal contributes to the Open Access movement by offering free access to its articles and permitting any users to read, download, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software. Journal articles are distributed under the Creative Commons Attribution license: (<A href="https://creativecommons.org/licenses/by/4.0/">https://creativecommons.org/licenses/by/4.0/</A>) Open Access Statement The journal is an Open Access journal that allows a free unlimited access to all its contents without any restrictions upon publication to all users. The copyright in this domain is shared by authors and EURODL to control over the integrity of their work and the right to be properly acknowledged and cited. By submitting their articles, the Authors agree that EDEN has the right to publish and archive their materials on the EURODL website which will also be indexed and displayed at the ERIC (Education Resources Information Center) Database and by DOAJ (Directory of Open Access Journals). Disclaimer EURODL has endeavoured to ensure that the information contained in the journal contribution and the related pages is accurate at the time of publication. However, no guarantee as to accuracy can be given and no demand for liability or responsibility will be accepted in relation to any errors or omissions that may exist. The user must rely on his/her own skill and sound judgement in using the information provided. Review procedure All submitted proposals are reviewed by two referees. The first review level controls whether the basic requirements as expressed in these guidelines are respected. Predictably, the complete review procedure from acceptance to publication will last approximately 12-16 weeks (this may not be the case for contributions submitted during summer or Christmas holiday). You will receive a reply message confirming receipt of your contribution and indicating that all files are legible and can enter the review process. Authors can be asked to revise their contribution. Important revisions will result in a re-run of the referee-cycle. If minor changes are asked, we ask for a speedy return. </DIV>

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European Journal of Open, Distance and E-Learning

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Volumen 22 (2019): Heft 1 (July 2019)

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