Issues

Journal & Issues

Volume 25 (2023): Issue 1 (March 2023)

Volume 24 (2022): Issue 1 (October 2022)

Volume 23 (2020): Issue 2 (December 2020)

Volume 23 (2020): Issue 1 (July 2020)

Volume 22 (2019): Issue 2 (December 2019)

Volume 22 (2019): Issue 1 (July 2019)

Volume 21 (2018): Issue 2 (December 2018)

Volume 21 (2018): Issue 1 (July 2018)

Volume 20 (2017): Issue 2 (December 2017)

Volume 20 (2017): Issue 1 (June 2017)

Volume 19 (2016): Issue 2 (December 2016)

Volume 19 (2016): Issue 1 (July 2016)

Volume 18 (2015): Issue 2 (December 2015)

Volume 18 (2015): Issue 1 (July 2015)

Volume 17 (2014): Issue 2 (December 2014)

Volume 17 (2014): Issue 1 (July 2014)

Journal Details
Format
Journal
eISSN
1027-5207
First Published
11 Dec 2014
Publication timeframe
2 times per year
Languages
English

Search

Volume 25 (2023): Issue 1 (March 2023)

Journal Details
Format
Journal
eISSN
1027-5207
First Published
11 Dec 2014
Publication timeframe
2 times per year
Languages
English

Search

0 Articles
Open Access

An analysis of team projects outcomes from student and instructor perspectives in online computing degrees

Published Online: 14 Mar 2023
Page range: 1 - 15

Abstract

Abstract

One of the core aims of higher education degrees is to provide an environment for students to acquire essential skills that will help them in the workplace. Team working is one of those essential skill and it is also one that experience and research show is regularly resisted by students. This resistance can become even more amplified when the degree is delivered online, although some have pointed out that a good team provides much-needed community spirit and support in such environments. The purpose of this study is to review the delivery of a team assessment format that has been specifically designed for the online environment. The results presented provide insight into the student’s perspective on the delivery as well as the reflections of the instructors involved in the delivery. The overall outcome is positive for both parties and provides further guidance on implementation to ensure the pedagogical design continues to be viable. This includes insights into team composition, instructor involvement, and peer review scoring formats.

Keywords

  • International distance learning
  • Team/group work
  • Postgraduate
  • Social constructivism
  • Peer scoring
  • Synchronous teaching and learning
Open Access

Measuring usage versus preferences for online study materials among business-majored undergraduates

Published Online: 30 Mar 2023
Page range: 16 - 30

Abstract

Abstract

As online learning becomes a recurrent component of higher education, there have been growing interests in the interaction between students and educational resources within digital environments so as to understand and facilitate students’ initiative in managing those resources. The present study is an explorative inquiry into the relationships between students’ self-reported preferences of study materials, their actual usage of those materials and their learning performances in online learning. It focuses on analysing the learning management system’s log files, test results and students’ responses to an evaluative survey of a bachelor business course at a large Belgian university, which was a blended course turned fully online due to the pandemic circumstance. The first research question concerns how preferences relate to the usage of materials. A cluster analysis was conducted to classify students based on their perceived interest and actual access to learning resources. The results show three clusters of students with different preferences and levels of usage towards the four types of study materials provided in the course. However, the majority showed strong favour for multimedia online learning, with Web lectures being prioritised both in perception and access behaviour, while discussion boards receive mixed opinions and the lowest actual participation. The second question follows these up by linking the preference–usage patterns with academic performances. A multivariate analysis of variance was conducted to compare the learning performances of students with different preference–usage patterns. The results show no significant differences, which means the students’ preferences and/or usage of study materials has little to no impact on their learning performances in the online course.

Keywords

  • Online learning
  • Media preferences
  • Tool use
  • Access behaviour
  • LMS data learning
Open Access

Effectiveness of the Project-Based 6E Learning Model

Published Online: 28 Mar 2023
Page range: 31 - 48

Abstract

Abstract

This research aims to determine the effectiveness of the Project-based 6E (engagement, exploration, explanation, elaboration, extension and evaluation) Learning Model. The researchers created the model by combining the basic features of project-based learning with an understanding of the learning cycle. The pre-test/post-test semi-experimental design, in which no control group is included, was used in the study. The study group in the research consisted of junior students studying at the Turkish Teaching and English Language Teaching departments of the Faculty of Education, Düzce University, in the fall semester of the academic year 2020–2021. The experimental process was structured according to the Project-based 6E Learning Model. Two different types of data, namely, qualitative and quantitative, were collected to determine the effectiveness of the experimental process. It was concluded that the students found the model efficient, effective and attractive. The model positively changed students’ perceptions of values and values education. It was also seen that the model enables students to realise their values, review and question the values, reinforce them, complete their deficiencies and gain new values. Due to the effect of the learning model, students positively experienced significant changes in their teaching perception.

Keywords

  • Value
  • Values education
  • Character and values education course
  • Project-based 6E learning model
  • Project competencies
Open Access

Challenges in virtual team communication in the context of virtual exchange experience

Published Online: 28 Mar 2023
Page range: 49 - 61

Abstract

Abstract

As technology has enabled people across the world to collaborate and create virtual communities, the ability to interact in computer-mediated, cross-cultural environments in a meaningful way has become a necessity. This is particularly true for younger adults who operate in virtual teams during their studies, for instance in virtual exchange projects, and later in their professional life. In this qualitative study, we examined the features and functionality of cross-cultural communication in virtual exchange teams. By analysing three datasets produced by Finnish university and American community college students (n=38) who participated in a virtual exchange, we examined what kinds of challenges emerge in the communication of virtual teams and how students use theories of computer-mediated communication when trying to make sense of those challenges. The results of the reflexive thematic analysis indicated that the challenges in communication of virtual teams stem from cultural and motivational differences. These challenges could be alleviated by increasing the shared work time allocated for social information sharing and for constructing appropriate, team-specific ways to express online social presence and propinquity. The findings highlight the meaningfulness and relationality of virtual team communication and provide insight into motivational factors and the sense of belonging when communication challenges arise.

Keywords

  • Computer-mediated communication
  • Cross-cultural communication
  • Virtual exchange
  • Virtual teams
  • Sense-making
Open Access

Implementation of e-learning curriculum in higher education

Published Online: 04 Apr 2023
Page range: 62 - 73

Abstract

Abstract

As some researchers predicted, online education is taking precedence over higher education worldwide. This work deals with this situation using three frameworks appropriate for the three concepts involved (i.e. technology, teacher and students). The literature was reviewed in the context of good-quality education and its relation to three distance-education frameworks. Some approaches and strategies indicate improvement in achieving electronic media-based learning (e-Learning) recognition for better outreach. This manuscript also shows that the most critical aspect of this outreach is thinking about the learning benefits that learners might gain from it and how they might assess those benefits using various tools, not only by direct comparison with old pedagogies or methods.

Keywords

  • Instructional systems designer
  • e-Learning
  • Digital technologies
  • Diffusion of Innovation Theory applied to higher education
  • Teacher–Curriculum Materials Participatory Relationship Theory
  • Moore’s Transactional Distance Theory
Open Access

Leadership 2030: Renewed visions and empowered choices for European university leaders

Published Online: 26 May 2023
Page range: 74 - 92

Abstract

Abstract

This conceptual and descriptive study examines the critical issues, challenges and priorities for European higher education (HE) leaders, drawing upon the theory, practice and experience of leaders inside and outside the open and distance learning (ODL) field. Focussing on the emerging vantage points of the 4th Industrial Revolution (4IR), global trends and the post-pandemic HE landscape, the article discusses their impact on organisational architecture and the emerging leadership roles for driving organisational values, change and sustainability. The authors argue that to maintain institutional stability and agility, leaders must interpret the current zeitgeist to set priorities, build decision-action packages and embrace a new organisational architecture: one characterised by flexible structures, a clear vision of the desired future, a culture of trust and openness, a comprehensive and deep understanding and optimum application of employee skill and talent, and the effective implementation of digital tools and curriculum structures in pedagogically meaningful ways. Leaders must be adaptable, agile and innovative, with the capacity to understand, identify and support the forms of leadership appropriate to their strategic objectives and institutional culture. The paper concludes by targeting critical priorities and actions that leaders must navigate to create innovative and dynamic futures for their institutions.

Keywords

  • Leadership imperatives
  • Strategic reset
  • 4th Industrial Revolution
  • Institutional architecture
  • European higher education
  • Digital synergies
Open Access

Silver linings: rethinking assessment pedagogy under the pandemic

Published Online: 02 Jun 2023
Page range: 93 - 103

Abstract

Abstract

In 2020, because of the COVID-19 pandemic the higher education sector, in the United Kingdom and internationally, transitioned to online assessment, at a speed and scale which might have been unimaginable under normal circumstances. The priority in the sector was to ensure that fundamental principles of assessment, including integrity, were supported in the implementation of changes and no student was disadvantaged in accessing digital learning opportunities, when they were assessed. The paper focuses on a project that evaluated this transition and provided the opportunity to understand emergent approaches to assessment. It explores the transition from the perspective of the experience of the stakeholders that have been affected, primarily students and staff. It identifies processes and formats of assessment that worked efficiently and examines the implications for future practice in distance learning environments and for the sector.

Keywords

  • Online assessment
  • E-assessment
  • Pivot to online assessment
  • Transition to online learning
  • Online exams
  • Student experience
  • Assessment design
Open Access

Interaction and collaboration in Lithuanian schools during COVID-19 pandemic distance learning

Published Online: 03 May 2023
Page range: 104 - 116

Abstract

Abstract

Interaction and collaboration are essential pillars of successful learning.. The study aimed to find out how school communities collaborated during the COVID-19 pandemic and to assess the importance of collaboration in addressing the challenges faced. The selection of eight schools was made in a targeted way, considering that the participating schools would have chosen different virtual learning environments or technologies used for distance learning; and that schools would be of different types and sizes, and from different regions of Lithuania.. Three methods were used in this qualitative study: analysis of scientific literature, expert interviews, and focus group discussions. The results of our study confirmed that the focus of distance learning is on technological solutions, but not on the methodologies and strategies used to organise learning in virtual learning environments. Moving ‘traditional’ teaching to virtual space has become a key strategy for organising learning in virtual learning environments. The transfer of ‘traditional’ teaching strategies to distance learning not only limits the impactful interaction in virtual learning environments but also encourages ‘academic dishonesty’ among students. The success of distance learning strongly depends on students’ motivation, as well as their ability to organise their learning, solve problems in teams and critically evaluate the information provided.

Keywords

  • COVID-19
  • Distance learning
  • Collaboration in the learning process
  • Model of E-Learning
  • Interaction
  • Experiences of schools
Open Access

E-learning in the practice of teaching doctoral students

Published Online: 29 May 2023
Page range: 117 - 128

Abstract

Abstract

This article presents the teaching methods implemented in the course ‘Modern methods and techniques of teaching in higher education institutions’ for doctoral students of exact sciences in the Doctoral School of Maria Curie Sklodowska University who were not taught classes before and who originally were not very interested in another course. The e-learning mode entails many challenges. In this particular case, the greatest challenge was to convince doctoral students to participate actively in classes and to become genuinely interested in the course. The article describes the topics of the classes and the methods used to reach PhD students of science (the author is a representative of social sciences). After the classes, a questionnaire was conducted online, which was aimed to identify students’ satisfaction. The survey was aimed at examining the interest of doctoral students in e-learning, their assessment of the usefulness of distance learning and preparation for the implementation of teaching applications during the coronavirus pandemic. The use of a number of didactic applications; setting new challenges, research problems to be solved and changing roles; and conducting classes for students of media sciences gave positive results. The classes show that a teacher from the social scientific discipline can introduce a completely different view of teaching in exact sciences, especially in a remote form. During the exercises, didactic applications and methods were introduced during joint classes with teachers from the University of Mons (Belgium), which were conducted initially remotely and then stationary. The article is based on the results of research conducted under the Polish National Agency for Academic Exchange (NAWA)—project ‘E-learning and ICT in education in Poland and Belgium. Comparative study’ (Poland-Wallonia Bilateral Exchange Program).

Keywords

  • PhD students
  • Challenges with online teaching
  • Social and exact sciences
  • e- learning in practice
  • Modern methods and techniques of teaching in higher education institutions
Open Access

Instructors’ emotional intelligence and learning engagement of online students

Published Online: 12 Jul 2023
Page range: 129 - 135

Abstract

Abstract

This study explored how online students perceived their instructors’ emotional intelligence (EI) and its impact on their learning engagement. Using eight EI behaviours of online instructors and a learning engagement instrument, 100 online university students were surveyed regarding their observation of those EI behaviours and their learning engagement. Regression analysis indicated that 27.2% of the variance in learning engagement could be attributed to four dimensions of EI behaviours (R2 = 0.272, F (4, 95) = 8.873, p < 0.001). Instructors providing individual support, demonstrating concern for the students’ situations, adapting their resources to online delivery, and being honest about their situation and challenges were associated with higher student learning engagement.

Keywords

  • Emotional intelligence
  • Online learning
  • Learning engagement
  • Student engagement
Open Access

Teacher evaluations of open educational resources designed to support dialogic cultural literacy learning in schools

Published Online: 05 Aug 2023
Page range: 136 - 147

Abstract

Abstract

For teaching practice to be useful, educational materials must be thoroughly evaluated prior to use. In this study, teachers evaluated open educational resources (OER) created for a European Commission Horizon 2020 project called DIALLS (‘DIalogue and Argumentation for cultural Literacy Learning in Schools’). Considering research on how OER are evaluated, we were interested in learning (1) how teachers perceive their application, content, design, value and sustainability and (2) what other aspects teachers find important when evaluating OER. After analysing quantitative and qualitative data, we found that aspects facilitating self-regulated use were rated most highly and mentioned most often. Teachers additionally valued adaptable materials offering opportunities to reflect their teaching practices. Future research may benefit from evaluating OER based on ‘affordance’ aspects — aspects that allow teachers to adapt the materials in a self-regulated way and reflect on their teaching.

Keywords

  • Open educational resources
  • Teachers’ evaluation of learning materials
  • Dialogic practice
  • Cultural literacy learning
  • Self-regulated use of OER
Open Access

Views of students with visual impairment on distance education during the covid-19 pandemic

Published Online: 22 Sep 2023
Page range: 148 - 161

Abstract

Abstract

This study investigates the views of students with visual impairments on distance education during the COVID-19 pandemic. The research design of the study is qualitative research. The participants of the study include students with visual impairments. They are studying at different universities where distance education was offered in the fall semester of 2020 in Turkey. We collected the data of the study through a semi-structured interview form. In the analysis of the data collected, content analysis was carried out. According to the results, it has been determined that distance education during the COVID-19 pandemic has both advantages and disadvantages. The benefits of distance education are that the system and course contents used are accessible, the course contents can be listened to again, it is physically easy to listen to the lesson, the evaluations are made in the form of assignment, additional time is given and communication with the instructors is easily facilitated. The disadvantages stated by the students can be as follows: factors related to the distance education system, factors related to the content, aspects concerned with in-term assignments, factors related to exams, psychological and social factors, and communication-related factors.

Keywords

  • Students with visual impairment
  • Distance education
  • COVID-19
  • Special education
Open Access

Design and implementation of a smart learning environment for teaching computer networking

Published Online: 31 Oct 2023
Page range: 162 - 179

Abstract

Abstract

The transition to fully online delivery in the COVID-19 pandemic has added to already existing and significant challenges in subjects and programs that require a component of practicum, on-site experience or hands-on laboratory work. This article presents initial results from a study that responds to challenges arising in moving to a fully online version of an advanced-level computer networking subject within a postgraduate computing degree. Specifically, the study addresses challenges related to a lack of effective teaching approaches combined with a lack of integrated technologies for conducting hands-on laboratory work in online learning environments. The findings presented are from a case study comparison of face-to-face delivery with a newly developed ‘smart learning environment’. Findings indicate that student results and satisfaction levels from the two modes of delivery were comparable. Findings support the purpose-designed instructional strategy, integrated technologies and practical assessments, set within sequenced and scaffolded activities. Further research is being undertaken to confirm the effectiveness of the changes, including case studies of students’ performance data from subsequent offerings of the subject and the inclusion of pre-test post-test protocols and randomised trials.

Keywords

  • novel teaching approaches
  • computer networking
  • online learning
  • smart learning environments
  • educational technology
  • COVID-19
  • online teaching
  • instructional design
0 Articles
Open Access

An analysis of team projects outcomes from student and instructor perspectives in online computing degrees

Published Online: 14 Mar 2023
Page range: 1 - 15

Abstract

Abstract

One of the core aims of higher education degrees is to provide an environment for students to acquire essential skills that will help them in the workplace. Team working is one of those essential skill and it is also one that experience and research show is regularly resisted by students. This resistance can become even more amplified when the degree is delivered online, although some have pointed out that a good team provides much-needed community spirit and support in such environments. The purpose of this study is to review the delivery of a team assessment format that has been specifically designed for the online environment. The results presented provide insight into the student’s perspective on the delivery as well as the reflections of the instructors involved in the delivery. The overall outcome is positive for both parties and provides further guidance on implementation to ensure the pedagogical design continues to be viable. This includes insights into team composition, instructor involvement, and peer review scoring formats.

Keywords

  • International distance learning
  • Team/group work
  • Postgraduate
  • Social constructivism
  • Peer scoring
  • Synchronous teaching and learning
Open Access

Measuring usage versus preferences for online study materials among business-majored undergraduates

Published Online: 30 Mar 2023
Page range: 16 - 30

Abstract

Abstract

As online learning becomes a recurrent component of higher education, there have been growing interests in the interaction between students and educational resources within digital environments so as to understand and facilitate students’ initiative in managing those resources. The present study is an explorative inquiry into the relationships between students’ self-reported preferences of study materials, their actual usage of those materials and their learning performances in online learning. It focuses on analysing the learning management system’s log files, test results and students’ responses to an evaluative survey of a bachelor business course at a large Belgian university, which was a blended course turned fully online due to the pandemic circumstance. The first research question concerns how preferences relate to the usage of materials. A cluster analysis was conducted to classify students based on their perceived interest and actual access to learning resources. The results show three clusters of students with different preferences and levels of usage towards the four types of study materials provided in the course. However, the majority showed strong favour for multimedia online learning, with Web lectures being prioritised both in perception and access behaviour, while discussion boards receive mixed opinions and the lowest actual participation. The second question follows these up by linking the preference–usage patterns with academic performances. A multivariate analysis of variance was conducted to compare the learning performances of students with different preference–usage patterns. The results show no significant differences, which means the students’ preferences and/or usage of study materials has little to no impact on their learning performances in the online course.

Keywords

  • Online learning
  • Media preferences
  • Tool use
  • Access behaviour
  • LMS data learning
Open Access

Effectiveness of the Project-Based 6E Learning Model

Published Online: 28 Mar 2023
Page range: 31 - 48

Abstract

Abstract

This research aims to determine the effectiveness of the Project-based 6E (engagement, exploration, explanation, elaboration, extension and evaluation) Learning Model. The researchers created the model by combining the basic features of project-based learning with an understanding of the learning cycle. The pre-test/post-test semi-experimental design, in which no control group is included, was used in the study. The study group in the research consisted of junior students studying at the Turkish Teaching and English Language Teaching departments of the Faculty of Education, Düzce University, in the fall semester of the academic year 2020–2021. The experimental process was structured according to the Project-based 6E Learning Model. Two different types of data, namely, qualitative and quantitative, were collected to determine the effectiveness of the experimental process. It was concluded that the students found the model efficient, effective and attractive. The model positively changed students’ perceptions of values and values education. It was also seen that the model enables students to realise their values, review and question the values, reinforce them, complete their deficiencies and gain new values. Due to the effect of the learning model, students positively experienced significant changes in their teaching perception.

Keywords

  • Value
  • Values education
  • Character and values education course
  • Project-based 6E learning model
  • Project competencies
Open Access

Challenges in virtual team communication in the context of virtual exchange experience

Published Online: 28 Mar 2023
Page range: 49 - 61

Abstract

Abstract

As technology has enabled people across the world to collaborate and create virtual communities, the ability to interact in computer-mediated, cross-cultural environments in a meaningful way has become a necessity. This is particularly true for younger adults who operate in virtual teams during their studies, for instance in virtual exchange projects, and later in their professional life. In this qualitative study, we examined the features and functionality of cross-cultural communication in virtual exchange teams. By analysing three datasets produced by Finnish university and American community college students (n=38) who participated in a virtual exchange, we examined what kinds of challenges emerge in the communication of virtual teams and how students use theories of computer-mediated communication when trying to make sense of those challenges. The results of the reflexive thematic analysis indicated that the challenges in communication of virtual teams stem from cultural and motivational differences. These challenges could be alleviated by increasing the shared work time allocated for social information sharing and for constructing appropriate, team-specific ways to express online social presence and propinquity. The findings highlight the meaningfulness and relationality of virtual team communication and provide insight into motivational factors and the sense of belonging when communication challenges arise.

Keywords

  • Computer-mediated communication
  • Cross-cultural communication
  • Virtual exchange
  • Virtual teams
  • Sense-making
Open Access

Implementation of e-learning curriculum in higher education

Published Online: 04 Apr 2023
Page range: 62 - 73

Abstract

Abstract

As some researchers predicted, online education is taking precedence over higher education worldwide. This work deals with this situation using three frameworks appropriate for the three concepts involved (i.e. technology, teacher and students). The literature was reviewed in the context of good-quality education and its relation to three distance-education frameworks. Some approaches and strategies indicate improvement in achieving electronic media-based learning (e-Learning) recognition for better outreach. This manuscript also shows that the most critical aspect of this outreach is thinking about the learning benefits that learners might gain from it and how they might assess those benefits using various tools, not only by direct comparison with old pedagogies or methods.

Keywords

  • Instructional systems designer
  • e-Learning
  • Digital technologies
  • Diffusion of Innovation Theory applied to higher education
  • Teacher–Curriculum Materials Participatory Relationship Theory
  • Moore’s Transactional Distance Theory
Open Access

Leadership 2030: Renewed visions and empowered choices for European university leaders

Published Online: 26 May 2023
Page range: 74 - 92

Abstract

Abstract

This conceptual and descriptive study examines the critical issues, challenges and priorities for European higher education (HE) leaders, drawing upon the theory, practice and experience of leaders inside and outside the open and distance learning (ODL) field. Focussing on the emerging vantage points of the 4th Industrial Revolution (4IR), global trends and the post-pandemic HE landscape, the article discusses their impact on organisational architecture and the emerging leadership roles for driving organisational values, change and sustainability. The authors argue that to maintain institutional stability and agility, leaders must interpret the current zeitgeist to set priorities, build decision-action packages and embrace a new organisational architecture: one characterised by flexible structures, a clear vision of the desired future, a culture of trust and openness, a comprehensive and deep understanding and optimum application of employee skill and talent, and the effective implementation of digital tools and curriculum structures in pedagogically meaningful ways. Leaders must be adaptable, agile and innovative, with the capacity to understand, identify and support the forms of leadership appropriate to their strategic objectives and institutional culture. The paper concludes by targeting critical priorities and actions that leaders must navigate to create innovative and dynamic futures for their institutions.

Keywords

  • Leadership imperatives
  • Strategic reset
  • 4th Industrial Revolution
  • Institutional architecture
  • European higher education
  • Digital synergies
Open Access

Silver linings: rethinking assessment pedagogy under the pandemic

Published Online: 02 Jun 2023
Page range: 93 - 103

Abstract

Abstract

In 2020, because of the COVID-19 pandemic the higher education sector, in the United Kingdom and internationally, transitioned to online assessment, at a speed and scale which might have been unimaginable under normal circumstances. The priority in the sector was to ensure that fundamental principles of assessment, including integrity, were supported in the implementation of changes and no student was disadvantaged in accessing digital learning opportunities, when they were assessed. The paper focuses on a project that evaluated this transition and provided the opportunity to understand emergent approaches to assessment. It explores the transition from the perspective of the experience of the stakeholders that have been affected, primarily students and staff. It identifies processes and formats of assessment that worked efficiently and examines the implications for future practice in distance learning environments and for the sector.

Keywords

  • Online assessment
  • E-assessment
  • Pivot to online assessment
  • Transition to online learning
  • Online exams
  • Student experience
  • Assessment design
Open Access

Interaction and collaboration in Lithuanian schools during COVID-19 pandemic distance learning

Published Online: 03 May 2023
Page range: 104 - 116

Abstract

Abstract

Interaction and collaboration are essential pillars of successful learning.. The study aimed to find out how school communities collaborated during the COVID-19 pandemic and to assess the importance of collaboration in addressing the challenges faced. The selection of eight schools was made in a targeted way, considering that the participating schools would have chosen different virtual learning environments or technologies used for distance learning; and that schools would be of different types and sizes, and from different regions of Lithuania.. Three methods were used in this qualitative study: analysis of scientific literature, expert interviews, and focus group discussions. The results of our study confirmed that the focus of distance learning is on technological solutions, but not on the methodologies and strategies used to organise learning in virtual learning environments. Moving ‘traditional’ teaching to virtual space has become a key strategy for organising learning in virtual learning environments. The transfer of ‘traditional’ teaching strategies to distance learning not only limits the impactful interaction in virtual learning environments but also encourages ‘academic dishonesty’ among students. The success of distance learning strongly depends on students’ motivation, as well as their ability to organise their learning, solve problems in teams and critically evaluate the information provided.

Keywords

  • COVID-19
  • Distance learning
  • Collaboration in the learning process
  • Model of E-Learning
  • Interaction
  • Experiences of schools
Open Access

E-learning in the practice of teaching doctoral students

Published Online: 29 May 2023
Page range: 117 - 128

Abstract

Abstract

This article presents the teaching methods implemented in the course ‘Modern methods and techniques of teaching in higher education institutions’ for doctoral students of exact sciences in the Doctoral School of Maria Curie Sklodowska University who were not taught classes before and who originally were not very interested in another course. The e-learning mode entails many challenges. In this particular case, the greatest challenge was to convince doctoral students to participate actively in classes and to become genuinely interested in the course. The article describes the topics of the classes and the methods used to reach PhD students of science (the author is a representative of social sciences). After the classes, a questionnaire was conducted online, which was aimed to identify students’ satisfaction. The survey was aimed at examining the interest of doctoral students in e-learning, their assessment of the usefulness of distance learning and preparation for the implementation of teaching applications during the coronavirus pandemic. The use of a number of didactic applications; setting new challenges, research problems to be solved and changing roles; and conducting classes for students of media sciences gave positive results. The classes show that a teacher from the social scientific discipline can introduce a completely different view of teaching in exact sciences, especially in a remote form. During the exercises, didactic applications and methods were introduced during joint classes with teachers from the University of Mons (Belgium), which were conducted initially remotely and then stationary. The article is based on the results of research conducted under the Polish National Agency for Academic Exchange (NAWA)—project ‘E-learning and ICT in education in Poland and Belgium. Comparative study’ (Poland-Wallonia Bilateral Exchange Program).

Keywords

  • PhD students
  • Challenges with online teaching
  • Social and exact sciences
  • e- learning in practice
  • Modern methods and techniques of teaching in higher education institutions
Open Access

Instructors’ emotional intelligence and learning engagement of online students

Published Online: 12 Jul 2023
Page range: 129 - 135

Abstract

Abstract

This study explored how online students perceived their instructors’ emotional intelligence (EI) and its impact on their learning engagement. Using eight EI behaviours of online instructors and a learning engagement instrument, 100 online university students were surveyed regarding their observation of those EI behaviours and their learning engagement. Regression analysis indicated that 27.2% of the variance in learning engagement could be attributed to four dimensions of EI behaviours (R2 = 0.272, F (4, 95) = 8.873, p < 0.001). Instructors providing individual support, demonstrating concern for the students’ situations, adapting their resources to online delivery, and being honest about their situation and challenges were associated with higher student learning engagement.

Keywords

  • Emotional intelligence
  • Online learning
  • Learning engagement
  • Student engagement
Open Access

Teacher evaluations of open educational resources designed to support dialogic cultural literacy learning in schools

Published Online: 05 Aug 2023
Page range: 136 - 147

Abstract

Abstract

For teaching practice to be useful, educational materials must be thoroughly evaluated prior to use. In this study, teachers evaluated open educational resources (OER) created for a European Commission Horizon 2020 project called DIALLS (‘DIalogue and Argumentation for cultural Literacy Learning in Schools’). Considering research on how OER are evaluated, we were interested in learning (1) how teachers perceive their application, content, design, value and sustainability and (2) what other aspects teachers find important when evaluating OER. After analysing quantitative and qualitative data, we found that aspects facilitating self-regulated use were rated most highly and mentioned most often. Teachers additionally valued adaptable materials offering opportunities to reflect their teaching practices. Future research may benefit from evaluating OER based on ‘affordance’ aspects — aspects that allow teachers to adapt the materials in a self-regulated way and reflect on their teaching.

Keywords

  • Open educational resources
  • Teachers’ evaluation of learning materials
  • Dialogic practice
  • Cultural literacy learning
  • Self-regulated use of OER
Open Access

Views of students with visual impairment on distance education during the covid-19 pandemic

Published Online: 22 Sep 2023
Page range: 148 - 161

Abstract

Abstract

This study investigates the views of students with visual impairments on distance education during the COVID-19 pandemic. The research design of the study is qualitative research. The participants of the study include students with visual impairments. They are studying at different universities where distance education was offered in the fall semester of 2020 in Turkey. We collected the data of the study through a semi-structured interview form. In the analysis of the data collected, content analysis was carried out. According to the results, it has been determined that distance education during the COVID-19 pandemic has both advantages and disadvantages. The benefits of distance education are that the system and course contents used are accessible, the course contents can be listened to again, it is physically easy to listen to the lesson, the evaluations are made in the form of assignment, additional time is given and communication with the instructors is easily facilitated. The disadvantages stated by the students can be as follows: factors related to the distance education system, factors related to the content, aspects concerned with in-term assignments, factors related to exams, psychological and social factors, and communication-related factors.

Keywords

  • Students with visual impairment
  • Distance education
  • COVID-19
  • Special education
Open Access

Design and implementation of a smart learning environment for teaching computer networking

Published Online: 31 Oct 2023
Page range: 162 - 179

Abstract

Abstract

The transition to fully online delivery in the COVID-19 pandemic has added to already existing and significant challenges in subjects and programs that require a component of practicum, on-site experience or hands-on laboratory work. This article presents initial results from a study that responds to challenges arising in moving to a fully online version of an advanced-level computer networking subject within a postgraduate computing degree. Specifically, the study addresses challenges related to a lack of effective teaching approaches combined with a lack of integrated technologies for conducting hands-on laboratory work in online learning environments. The findings presented are from a case study comparison of face-to-face delivery with a newly developed ‘smart learning environment’. Findings indicate that student results and satisfaction levels from the two modes of delivery were comparable. Findings support the purpose-designed instructional strategy, integrated technologies and practical assessments, set within sequenced and scaffolded activities. Further research is being undertaken to confirm the effectiveness of the changes, including case studies of students’ performance data from subsequent offerings of the subject and the inclusion of pre-test post-test protocols and randomised trials.

Keywords

  • novel teaching approaches
  • computer networking
  • online learning
  • smart learning environments
  • educational technology
  • COVID-19
  • online teaching
  • instructional design