rss_2.0Sciendo RSS Feed for European Journal of Open, Distance and E-Learninghttps://sciendo.com/journal/EURODLhttps://www.sciendo.comhttps://sciendo-parsed-data-feed.s3.eu-central-1.amazonaws.com/64105e31627d370c6a6913a6/cover-image.jpghttps://sciendo.com/journal/EURODL140216https://sciendo.com/article/10.2478/eurodl-2023-0004<abstract> <title style='display:none'>Abstract</title> <p>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.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2023-00042023-03-28T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2023-0003<abstract> <title style='display:none'>Abstract</title> <p>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.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2023-00032023-03-28T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2023-0001<abstract> <title style='display:none'>Abstract</title> <p>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.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2023-00012023-03-14T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2022-0006<abstract> <title style='display:none'>Abstract</title> <p>The virtual school board (VSB) offers teachers a browser-based platform to support a multilevel, evidence-based educational plan. The present study examines teachers’ use of the VSB. Based on technology acceptance model (TAM), 17 teachers from nine schools were interviewed about their use of the VSB. The evaluation was based on qualitative content analysis (QCA). For seven categories the intercoder reliabilities were acceptable. After 24 months, the users said that they used the VSB for support planning, diagnostics, discussions with parents and other documentation. They rated the overview gained and the interdisciplinary exchange as beneficial. However, a lack of technical expertise within the staff, the technical equipment and the user interface hindered teachers, such that almost a fifth never used the software completely. The challenges are complex. Needless to say, missing, little or old technical hardware is likely to decrease the usage of a digital tool; the implementation also faces the challenges of recontextualisation, and additionally faces the resource-labelling dilemma. Therefore, these challenges must be dealt with in the mutual interaction between school practice, educational research and professional information and communication technology (ICT) development.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2022-00062023-03-04T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2022-0005<abstract> <title style='display:none'>Abstract</title> <p>This study examines academicians’ COVID-19 anxiety and digitalisation regarding different variables. The sample of this study consists of 103 academicians from various universities. A survey model was used. The data collection tools were the “Coronavirus Anxiety Scale” to measure anxiety caused by COVID-19 and the “Academicians Digitalisation Scale” to determine academicians’ digitalisation. Results indicated that while there was a significant difference in academicians’ COVID-19 anxiety and digitalisation regarding different variables, there was no relationship between their COVID-19 anxiety and digitalisation.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2022-00052023-01-25T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2022-0004<abstract> <title style='display:none'>Abstract</title> <p>Feedback is an important element of learning, and peer feedback is now being increasingly used by more educators. Researchers acknowledge that students’ ability to read, interpret and use feedback can be developed, and more research is needed on how to achieve it. This study attempted to find out whether peer feedback helps foster student feedback literacy in an online learning environment. In this article, we attempt to showcase how students’ feedback literacy changed at the end of a 14-week process involving predominantly asynchronous peer interactions. This work was carried out as a mixed method study in a group of second-year undergraduate students from a state university. Study data were collected using two different questionnaires and one assessment rubric. The results showed that in an online learning environment, peer feedback can be a way to support the improvement of student feedback literacy.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2022-00042022-12-30T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2022-0002<abstract> <title style='display:none'>Abstract</title> <p>Avatar-based virtual reality (VR) is becoming more prevalent in industry and educational settings. There is, however, limited research on the extent to which gender stereotypes are present in this environment. The university laboratory study presented in this paper was conducted in a VR environment with participants who were randomly assigned to male or female avatars and instructed to negotiate the role of a manager or member of staff. The results reveal differences in satisfaction regarding their roles and gender. Participants who embodied a female avatar were less happy when they were subordinates interacting with a male avatar, compared to participants embodying a male avatar in the staff role (interacting with a female avatar). Male avatars with staff roles were also more content with their avatar than male avatars with manager roles and also reported being more comfortable in the VR experience. Relevant for diversity management when integrating VR in education and business, the results are discussed in regard to self-similarity and social identity dynamics and provide insight into understanding the extent to which gender stereotypes may be present in avatar-based VR.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2022-00022022-10-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2022-0001<abstract> <title style='display:none'>Abstract</title> <p>Since the introduction of a Bring Your Own iPad scheme in the Middle Years section of a large International School, concerns have been raised from school community members regarding students’ overuse of their devices, especially during lunch breaks. Hence, the device free lunch break (DFLB) programme was introduced with the aim of reinforcing existing guidance for students about achieving and maintaining a balanced approach to their use of devices. The DFLB programme was planned based on market research strategies and included all the school community members including students, parents/guardians and staff. The findings from statistical analysis of the data showed significant similarities between staff and parents/guardians’ perceptions of student device use in terms of the student overuse of electronic devices. However, analysis showed that the opinions of parent/guardians and staff contrasted those expressed by students. The data also showed evidence that the introduction of the DFLB programme resulted in increased student recognition of the importance of making face-to-face social contacts with their classmates during their lunch break.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2022-00012022-10-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2020-0002<abstract> <title style='display:none'>Abstract</title> <p>Since the early 2000s, a plethora of web-based learning technologies has been developed, each proposing to improve the student experience. Yet, a study conducted by Martin et al. (2018) demonstrate sporadic new technology adoption in Higher Education (HE), despite wide-scale social interest and a wealth of academic publications. This paper aims to provide a framework to explore this problem from an institutional perspective, involving both educational planners and pedagogues. This framework, the Pedagogic Realignment with Organisational Priorities and Horizon Emergent Technologies Framework or PROPHET Framework, is a new three phase framework that combines two distinct research methodologies used by policy makers and pedagogues with a new dynamic multi-level diffusion of innovation (DMDI) model specifically designed to support dialogue between these stakeholders. Application of the PROPHET Framework will enable stakeholders to arrive at a common understanding about the efficacy of such new technologies and collaborative exploration of technology through these different lenses will lead to increased confidence in its value and relevance. It is hypothesised that undertaking this process will increase the adoption rate of Horizon Emergent Technologies, resulting in operational policy amendments and evidence of impact in the learning environment.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2020-00022020-09-13T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2020-0006<abstract> <title style='display:none'>Abstract</title> <p>This article profiles a MOOC on International Franchise Law offered by UNSW Sydney in 2016. The IFL MOOC is an example of an open access legal education course that was successfully integrated in real time into an on-campus curriculum for students majoring in business law. Opportunities, and future challenges that emerged for legal education are addressed.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2020-00062020-09-13T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2020-0004<abstract> <title style='display:none'>Abstract</title> <p>While research has established the importance of questions as a key strategy used to facilitate student interaction in online discussions, there is a need to explore how the structure of questions influence students’ interactions. Using learning analytics, we explored the relationship between student-student interaction and the structure of initial questions with and without the Practical Inquiry Model (PIM). Degree centrality was used as the method to analyse the number of responses each student sent (out-degree centrality) and the number of responses each student received (in-degree centrality). Findings showed that the number of responses each student sent and received was higher in the discussions initiated by the PIM-question prompts. In addition, analysis revealed a positive relationship between students’ interaction and the discussions structured with PIM and non-PIM questions. Finally, there was a significant difference in out-degree centrality but no significant difference in in-degree centrality between discussions structured with the PIM and non-PIM questions. We conclude that initial questions can be structured using PIM as a guiding framework to facilitate student-student interaction in online discussions.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2020-00042020-09-13T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2020-0011<abstract> <title style='display:none'>Abstract</title> <p>This article presents a survey census study performed in a small, remotely located municipality with four rural schools in the north of Sweden. The study is part of a larger project, Remote Consulting in special needs education between special educators and class teachers, the aim of which is to increase the equivalence between the municipality’s schools by giving more class teachers improved access to special needs education (SNE) consultations provided by special educators via remote consulting.</p> <p>Prior to the start of the project, a questionnaire was sent out to all the class teachers in the participating schools. All the teachers approached answered the questionnaire. One of the aims of the survey was to gain increased knowledge about the teachers’ self-efficacy in their use of ICT. The most intriguing result was that three of the five 50-59 year-old teachers estimated their knowledge about ICT to be above average compared to that of their colleagues. A similar pattern was identified in the teachers’ use of ICT in their teaching. Of those who used ICT every day, three were 30-39 years old, three were 50-59 years old and one was 40-49 years old, while all of those who used ICT less than once a week were younger than 39. The results of the study indicate that the teachers in this study are adequately equipped to proceed from physical counselling to remote consulting in special needs education.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2020-00112020-12-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2020-0013<abstract> <title style='display:none'>Abstract</title> <p>E-authentication is one of the key topics in the field of online education and e-assessment. This study was aimed at investigating the user experiences of students with special educational needs and disabilities (SEND) while developing the accessible e-authentication system for higher education institutions. Altogether, 15 students tested the system (including instruments for face recognition, voice recognition, keystroke dynamics, text style analysis and anti-plagiarism), developed as part of the TeSLA project. Students also completed pre-questionnaires and post-questionnaires and attended individual interviews. The findings reveal positive expectations and experiences of e-authentication. Students believed that the e-authentication system increased trust and, thus, diversified their possibilities for studying online. Students found some challenges and emphasized that the e-authentication system should be reliable and easy to use. The possibility to use different kinds of instruments was perceived as an important feature. Students’ willingness to use these instruments and share their personal data for e-authentication varied due to their disabilities or individual preferences. The results suggest that students should have options for what kind of e-authentication they use.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2020-00132020-12-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2020-0009<abstract> <title style='display:none'>Abstract</title> <p>Transcripts and captions make videos more accessible to everyone. However, the time and resources required for manual transcription are a known barrier in creating accessible videos. This paper presents a small study where students (283) and tutors (27) reported their views on automatic transcriptions for recorded webinar videos. Despite not having perfect transcription accuracy, many students who have used the automatic transcripts found them to be useful. Students were also asked how they used transcripts and this included: to find specific information in a video, as a learning aid, as an accessibility aid, to compensate for the speaker’s accent and pace, to study on the go, to compensate for poor audio and/or connectivity and as an aid for non-native English speakers.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2020-00092020-12-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2020-0010<abstract> <title style='display:none'>Abstract</title> <p>After a discussion about the possibilities and status of augmented reality in education, a good practice example of an augmented reality application is presented. This case study examines the use of an augmented reality app in higher education to support abstract STEM content, such as vectors. Based on this example, the implementation of such apps in didactic concepts and self-directed learning will be discussed. Furthermore, aspects of integration into digital learning and teaching will be addressed.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2020-00102020-12-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2020-0008<abstract> <title style='display:none'>Abstract</title> <p>Considerable effort has been invested in innovative learning practices in English Foreign Language courses (EFL) in universities. Flipped classroom model transforms passive listeners into active learners in school and home activities pace. Flipped classroom model and the foreign language teaching methods are student-centred learning environments in which students should have a certain level of self-regulated learning skills. The study suggest a model for flipped classroom implementations with regard to self-regulated learning strategies in order to keep students more active in the EFL courses. Students were allowed to apply goal setting and planning, rehearsing, help seeking, monitoring, testing, time management, organising, regulating and note taking strategies within the model in online and face to face sessions. We hope the suggested model can contribute to improve listening, reading, writing and speaking skills of students in EFL courses.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2020-00082020-12-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2020-0012<abstract> <title style='display:none'>Abstract</title> <p>The development of technology and the widespread application of digital tools, such as teleconference (or videoconference), has led researchers to reflect on traditional theories and models of learning concerning Distance Education, as well as the formulation of new ones. The aim of this study is to propose the introduction of the concept tele-mathesis in Distance Learning, in order to describe the learning process by videoconferencing in Distance Education, which has features of an “embodied” and “integrated” way of learning. This is a theoretical study based on Illeris’ Theory of “Integrated” Learning that has been adopted in Distance Learning, using elements of the Theory of Tele-proximity concerning learning by videoconferencing in Distance Education. According to the developed argumentation the importance of the senses, emotions and “techniques of the body” is revealed in both the educational and learning process by videoconferencing, in order to reduce the transactional distance between the teacher and the learner, as well as, to lead to a positive distance educational experience. Thus, the cognitive, emotional and social factors involved in “tele-mathesis”, turn videoconferencing into an “embodied” and “integrated” way of learning. At the same time, it is showed that the empowerment of “tele-mathesis” requires appropriate planning and specific management methods. It is therefore proposed to introduce the term telemathesis in Distance Education so as to fully attribute this specific learning process of Distance Education.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2020-00122020-12-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2020-0007<abstract> <title style='display:none'>Abstract</title> <p>Digital Badge design and practice at a national level is a relatively new field of scrutiny and this study reports on a sector-wide initiative for building digital capacity with the design, and implementation of an ecosystem of 15 open courses in teaching and learning with digital badges to recognise the professional development of teachers in Irish higher education. Each course is provided in three delivery modes and mapped to Ireland’s National Professional Development Framework for teachers. This enables multiple access points for teachers to engage in professional development via the Framework and recognize their engagement through peer triads and a digital badge ecosystem. The paper critically discusses and reflects on the study of the complex phenomena of the application of the open courses within professional contexts. A novel dimension is the implementation of a peer triad system for recognition of PD. Implementing the open courses digital badges ecosystem was challenging as this different form of assessment required a clear understanding of all stakeholder expectations, the language of recognition and how the learning outcomes could be met and validated using a peer triad assessment. This paper concludes with sectoral learning on nationally recognized open course development, including success factors for building digital capacity, challenges encountered and transferability to other contexts.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2020-00072020-12-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2020-0005<abstract> <title style='display:none'>Abstract</title> <p>With the current issue of student retention and attrition as a major aspect of online education, this interpretivist qualitative case study sought to determine whether online facilitators and online student-to-student relationships affect online graduate students’ ability to complete their modules and achieve student learning objectives and outcomes (LOO). This study encompassed CoI (Community of Inquiry) and surveyed 54 participants who indicated that the three interdependent presences that form part of CoI (cognitive, social, and teaching) were instrumental in helping them to complete their modules and to achieve student learning objectives and outcomes (LOO). Students’ feedback on online facilitators exemplified their cognitive presence in the form of statements linked to triggering events and exploring of ideas. However, there were few statements connected to integration and none linked to resolution. Overall, most of the data collected connected to subsets of teaching and social presences rather than cognitive presence. Additionally, students’ feedback on their peers suggests that social presence that fosters group cohesion is the most critical factor to assist in completion of the modules and achieving student LOO. Open communication was also indicated and, to a lesser degree, personal/affective subsets of social presence were evident. The findings of this study suggest that more research is needed on the components of the three presences and their relationship to students’ ability to complete the module and achieve student LOO.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2020-00052020-09-13T00:00:00.000+00:00https://sciendo.com/article/10.2478/eurodl-2020-0003<abstract> <title style='display:none'>Abstract</title> <p>Creating a Massive Online Open Course (MOOC) based on analysis from research requires the adaptation of MOOC pedagogies. For example, course designers need to follow certain design principles and adapt learning content to the pedagogies and constraints of a MOOC platform. That said, this paper outlines five different learning design principles that create active learning in a MOOC. These emerged when adapting knowledge from a research case study. To exemplify the adaptation, this paper examines how research from a sociological, qualitative classroom study about a teacher who used digital technologies in foreign-language training at a Norwegian high school was adapted for a MOOC that ran on FutureLearn.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/eurodl-2020-00032020-09-13T00:00:00.000+00:00en-us-1