<abstract xmlns="http://www.w3.org/1999/xhtml"> Online learning has gained importance in education over the last 20 years, but the well-known problem of high dropout rates still persists. According to the multi-dimensional learning tasks model, the cognitive (over)load of learners is essential to attrition when dealing with five challenges (e.g. technology, user interface) of an online training (Tyler-Smith, 2006). The experienced load might depend on learner characteristics. The study explored the extent that learners dropping out from a vocational video-based online training about media design for employees of micro, small and medium-sized enterprises differ from working learners’ online learning experience, computer attitude, and computer anxiety. The data were collected from 72 of 128 registered employees who completed a questionnaire before starting the course to analyze differences between the dropout group (submitted no solutions to online training tasks; n = 19) and the active learner group (submitted at least one of 13 task solutions; n = 53). No differences were found in online learning experience, but the dropout group reported more negative attitudes towards computers and a higher level of computer anxiety than the active learner group.</abstract>

Department of Pedagogy, University of Regensburg,

Learner Attrition in an Advanced Vocational Online Training: The Role of Computer Attitude, Computer Anxiety, and Online Learning Experience

<abstract xmlns="http://www.w3.org/1999/xhtml"> Self-assessment is vital for online learning since it is one of the most essential skills of distance learners. In this respect, the purpose of this study was to understand learners’ self-assessment quiz taking behaviours in an undergraduate level online course. We tried to figure out whether there is a relation between self-assessment quiz taking behaviours and final exam scores or not. In addition, we investigated how self-assessment quiz taking behaviour differs with respect to learner profile. In line with this purpose, 677 students’ 6092 test events across Project Culture course on Sakai CLE LMS were analyzed. For the analysis of the quantitative data, one-way ANOVA, Chi-Square test of independence, independent-samples t-test and descriptive statistics were utilized. The results revealed that learners who attended self-assessment quizzes regularly had higher final exam scores than others who did not attend those quizzes. Also, they were more satisfied with the course than others study field. In addition, learners who attended selfassessment quizzes regularly had a higher degree of perceived learning. However, number of attempts to those quizzes does not have an effect on final exam scores. On the other hand, a statistically significant relationship was found between attempt number and gender in favour of female learners.</abstract>

Self‐Assessment Quiz Taking Behaviour Analysis in an Online Course

<abstract xmlns="http://www.w3.org/1999/xhtml"> Nepali education culture is dominated by face-to-face tutoring. It has a long history starting from the Gurukul culture to the present formal schooling. Emerging practices of using technology in education have been promoting online learning as a form of distance education and gaining popularity. This paper focuses on digging out the contextual reality of open and distance learning (ODL) practices in Nepal beginning with an analysis and the author’s personal impression of the context. Core focus is placed to explore and discuss different thematic issues such as modes of learning associated education culture/tradition, flexible learning for Nepali students, ODL as a pedagogical tool for teacher education and implementation of ODL in Nepal. The author’s personal reflection, literature review, and insights from learning theories are meaningful to enrich the discourse. The paper concludes showing the promising future of ODL in Nepal as an option to traditional mode of education. In addition, attention is drawn on the need of Open University and role of existing universities for the successful implementation of ODL in Nepal to adapt acculturation of online learning by respecting the need of the new generation of learners at the age of Internet culture.</abstract>

Open and Distance Learning: Cultural Practices in Nepal

<abstract xmlns="http://www.w3.org/1999/xhtml"> With the development of technology in the 21st Century, education systems attempt to integrate technology-based tools to improve experiences in pedagogy and administration. It is becoming increasingly prominent to build human and ICT infrastructure capacities at universities from policy to implementation level. Using a critical discourse analysis, this study investigates the articulation of ICT capacity building strategies from both national and institutional ICT policies in Rwanda, focusing on the higher education. Eleven policy documents were collected and deeply analyzed to understand which claims of ICT capacity building are made. The analysis shows that strategies for building ICT capacities are evidently observed from national level policies and only in two institutional policies (KIST and NUR). Among 25 components of ICT capacity building used, the ones related to human capacity are not plainly described. Additionally, neither national nor institutional policy documents include the creation of financial schemes for students to acquire ICT tools whilst learners are key stakeholders. Although there is some translation of ICT capacity building strategies from national to some institutional policies, planning for motivation and provision of incentives to innovators is not stated in any of the institutional policies and this is a key to effective technology integration.</abstract>

ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective

<abstract xmlns="http://www.w3.org/1999/xhtml"> This paper outlines research into the emotional competences that mature, higher education students, undertaking part-time blended learning degrees within a School of Education, value in their tutors. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice whilst teaching a module, with data gathered from three principal sources. Learners’ perceptions of their experiences were assessed using a questionnaire; interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; and, an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. Goleman’s (2001) Framework of Emotional Competences provided a lens through which to analyse blended tutors’ practices in relation to learner perceptions. The paper proposes a framework of emotional competences that appeared to contribute to tutor effectiveness in this context. This research questions the value of some of Goleman’s relationship management competences, with the proposed framework developed to add further self-management competences. This was due, in part, to the measures evident by some tutors to effectively support these particular learners at a distance. The proposed framework could support recruitment and selection within higher education, and provide a language for discussing further research into blended and online tutors’ emotional competences.</abstract>

Tutor Emotional Competences Valued by Learners in a Blended Learning Contex

<abstract xmlns="http://www.w3.org/1999/xhtml"> The incorporation of Information and Communication Technologies (ICT) in education has changed the educational procedures through the creation and use of new teaching and learning environments with the use of computers and network applications that afford new dimensions to distance education. In turn, these emerging and in progress technologies, render new practices in many fields including the field of dance offering a fertile quest to everyone involved in the dance. Yet, a critical evaluation of the content of YouTube dance videos has not been carried out though what is eventually learned through YouTube is a key question. Based on the above, the aim of this study was to critically examine the way YouTube network channel as Computer Based Learning-CBL functions both as a learning tool and as a teaching result concerning the field of dance having as example a Greek traditional dance named Karagouna. YouTube dance videos were gathered through observation, while the dance exemplar used was based on ethnographic research. For the dance recording of the Karagouna performances examined from YouTube, Laban’s notation system (Labanotation) was used. For the analysis of the dance performances, the dance structural-morphological and typological method was adopted. Finally, for the comparison of the Karagouna dance performances examined from YouTube with the exemplar of the dancing community, the comparative method was used. It was proved that someone with little or no relation to dance is likely to learn dance with the use of YouTube, yet it is questionable what kind of dance will actually learn since in a number of cases the dance videos do not correspond to the performance of the dancing community. In addition, the outcome is different if someone with prior knowledge on the field of dance (dancer, dance teacher, dance student etc.) uses YouTube as a teaching and learning tool as, in this case, its use is useful and interactive.</abstract>

Learning and Digital Environment of Dance – The Case of Greek Traditional Dance in Youtube

<abstract xmlns="http://www.w3.org/1999/xhtml"> The aim of this paper is to present a comprehensive review of the African Leadership in ICT (ALICT-LATIC) course delivery model, offered by the Global e-Schools and Communities Initiatives (GESCI) from a quality assurance perspective taking into account the delivery model, cultural context, and the distributed nature of the programme and its participants, from a geographical perspective. In this paper, we look at the key concepts governing the ALICTLATIC course, such as the provision of transnational education and blended learning provisions. Through a series of steps including desk studies, expert observation and the application of the eLearning Maturity Model, we conduct an evaluation of the eLearning provision from a quality assurance perspective. We can reasonably argue at this stage that the current blended learning model is conducive for the development of skills and competencies as expected in terms of intended outcomes and learner experience. The quality of the course is comparable to academic standards adopted by institutions of higher education through their internal and external quality mechanisms.</abstract>

An Evaluation of the African Leadership in ICT Programme from a Quality Assurance Perspective

<abstract xmlns="http://www.w3.org/1999/xhtml"> Massive Open Online Courses (MOOCs) have and continue to change the way in which nontraditional learners’ access education. Although the free element of these has been linked to low completion rates due to no invested interest, the MOOC platform enables innovative technologies and practices to be trialled. Therefore, rather than attributing varied intentions of learners for high drop-out rates, it is suggested that an increase in completion can be achieved through more focussed pedagogical practices. In this way, it is necessary to understand the wider benefits of MOOC engagement for learners and what factors are key to their engagement and retention. The current research qualitatively analysed open feedback obtained from learners that corresponded to their goals of course participation. The feedback was also matched to categorical data that related to initial course intentions, the value of course materials and activities, the preferred extent of instructor interaction, unit completion and their overall rating of the MOOC. Thematic analysis revealed eight key themes that can be linked to engagement and wider benefits of course participation and widely related to professional and educational development, for example, supplementary learning for undergraduate students. Moreover, the MOOC appeared to have encouraged learners to revaluate their perspectives of and attitudes towards Dementia and those diagnosed with it, demonstrating another key element of this course. The open feedback revealed that quality assured MOOCs have significant impact on the lives of enrolled learners and pedagogical design and advances in these courses are considered, particularly in relation to collaborative learning. Finally, the application of MOOCs to wider learning and teaching at Higher Education Institutions (HEIs) is discussed, with emphasis placed on the advantages of readily available resources and scope for scholarly activity.</abstract>

Exploring the Factors Associated with MOOC Engagement, Retention and the Wider Benefits for Learners

AHEAD OF PRINT

Volume 26 (2024): Issue 1 (March 2024)

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)

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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)

European Journal of Open, Distance and E-Learning

Call For Papers for the EURODL Special Issue: “The Integration of Generative AI (GenAI) in Teaching and Learning”. The deadline to submit your full paper is 28 February 2024.  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:   to present a forum for discussion of ODL issues at all educational levels and in all training contexts;  to create a place where European concerns and experience of the learning potential in new educational media can be articulated;  to exchange ideas on cross-cultural collaboration and knowledge transfer;  to explore and demonstrate the potential of electronic publication;  to weave links between journal contributions and other resources and forums in European ODL.   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   Implementing distance and e-learning in traditional contexts  The influence of various concepts and methodologies of education and training  Developing and implementing institutional strategies  Searching for best practice in support of professionalisation  Coping with resistance in existing "cultures" (research – teaching – management)  Learning process design, teaching methodologies  Learner support, student-teacher interactions  Teacher and tutor training  Collaborative learning issues  New technologies and new learning: concepts and models  Developing and designing new models of production and delivery in ODL and e-learning  Multimedia approaches, virtual education and virtual mobility issues  E-Learning environments and platforms  Informal arenas of learning – learning opportunities in daily life and the workplace  Social networking and learning  Quality, evaluation and accreditation challenges  Quality assurance, quality management systems and frameworks in distance and e-learning  Evaluation and benchmarking methods and procedures  Standardisation issues  Assessment and accreditation of courses and institutions  The European dimension and cultural factors in ODL  The influence of political, institutional and cultural traditions on ODL  Open, distance and e-learning in international contexts: motivation, interests and experience in the educational world  Values in European approaches to distance and e-learning in a global context  Impact and achievements of EU initiatives in the fields of distance and e-learning  Distance and e-learning policy and development  Modernisation of education in policy – Evolution of the discourse about ODL and e-learning from historical perspectives  The state of art of the technology-methodology development; consolidating the distance and e-learning practice for the new knowledge societies  The role of internationalisation in the consolidation, standardisation and professionalisation of the European ODL and e-learning  The role of e-learning and distance education in the modernisation process of economies, societies and education systems  Management and Organisational Development  Logistic and organisational challenges  Strategic leadership and organisational change in distance and e-learning contexts  Management styles for distance and e-learning organisational development  Economic models for distance and e-learning activities   Copyright Information ©  European Journal of Open, Distance and E-Learning is the journal of the European Distance and E-Learning Network (EDEN) published by Sciendo.  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's 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 here. 