- Commonwealth of Learning (COL) (12)
- Twining, John (12)
- Latchem, Colin (10)
- Australia. Flexible Delivery Working Party (8)
- Open Training and Education Network (N.S.W.) (OTEN) (8)
- Barnard, Barbara (5)
- Brunei Darussalam. Ministry of Education (5)
- Jasinski, Marie (5)
- Kerr, Jenny (5)
- Universiti Brunei Darussalam (5)
- Watson, Moira (5)
- Wilson, Liz (5)
- Boote, Jeanne (4)
- Kanwar, Asha (4)
- Macnamara, Dennis (4)
- Proceedings: EADTU 25th anniversary conference 2012: the role of open and flexible education in European higher education systems for 2020: new models, new markets, new media
Educational models are changing increasingly. More universities are embracing open and flexible learning and as a consequence, the creation of international student markets is becoming a reality. The Conference presents the most recent results of task forces and projects with regard to quality assurance in e-learning; networked curricula involving strategic partnerships between universities; online or virtual mobility; and knowledge sharing with business.
Educational models are changing increasingly. More universities are embracing open and flexible learning and as a ... Show Full Abstract
Conference name: European Association of Distance Teaching Universities' Annual Conference
Corporate authors: European Association of Distance Teaching Universities
Geographic subjects: Europe
Resource type: Conference
Subjects: Higher education; Teaching and learning; Technology;
- The MOOC: what the research says
This article presents a critical overview of the MOOC (massive open online course) in university education. [The author reviews] the history of this innovative education delivery mode, highlights the main university actors who developed the MOOC, addresses the issue of the ‘openness’ or cost-freeness of the MOOC, and describes how the MOOC works. [The author] also discusses the issue of supergroups: how can 100,000 students be taught at once? [The author] then looks at assessment methods and so-called connectivist MOOCs. [The article concludes with a review of] the results of about 100 studies on the MOOC.
This article presents a critical overview of the MOOC (massive open online course) in university education. [The author ... Show Full Abstract
- Peer assessment for massive open online courses (MOOCs)
The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.
The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative ... Show Full Abstract
- Moving transfer to transformative learning: a curriculum model for adult educators in open distance learning (ODL)
This article reviews the literature on theories of adult learning particularly transfer and transformative learning and how they inform a model curriculum for adult educators in open distance learning (ODL). Online instructions have to change from the habitual teacher-based to more inclusive and integrating transformative learner-centred learning designs. Continuous professional development of educators of adults needs to be transformative if they are to measure up to growing demand for adult education. Currently the adult educators are not receiving relevant training for deep learning and change. With the rapid pace of technology in the fast-paced knowledge economy self-directed transformative learning must inform curriculum. Adult educators need proactive institutional contexts that stimulate them to deep learning.
This article reviews the literature on theories of adult learning particularly transfer and transformative learning and how ... Show Full Abstract
- Persistence, perseverance, and success (PPS): a case study to describe motivational factors that encourage Zimbabwe Open University ODL students to enroll, persist, and graduate with master's and doctorate credentials
The purpose of this qualitative study was to describe motivational factors that increased open distance learning (ODL) students' capacity to successfully graduate with master's and doctoral credentials. Study background revealed that Zimbabwe Open University (ZOU) persistently experiences increased levels of student dropout and competition from conventional universities that introduce ODL through 'block-release' programs. [The authors] used a descriptive qualitative research approach to collect and analyze data - hence, data collection through audio-recorded open-ended semi-structured interviews helped to maintain accurate accounts of data. [The authors] presented data through themed reporting enhanced by direct quotes from participants. [The] research broadly concluded that once participants registered to study, perceived attention from various social angles created immense motivational factors ranging from institution motivators, personal factors, and social-generated motivators such as fear of what society would think of them all motivated them to persist and graduate with proposed credentials.
The purpose of this qualitative study was to describe motivational factors that increased open distance learning (ODL) ... Show Full Abstract
- Journal of learning for development
Published in electronic form only, this peer-reviewed journal provides a forum for the publication of research with a focus on innovation in learning, in particular but not exclusively open and distance learning, and its contribution to development. Content includes interventions that change social and/or economic relations, especially in terms of improving equity. The journal publishes research and case studies from researchers, scholars and practitioners, and seeks to engage a broad audience across that spectrum. It aims to encourage contributors starting their careers, as well as to publish the work of established and senior scholars from the Commonwealth and beyond.
Published in electronic form only, this peer-reviewed journal provides a forum for the publication of research with a focus ... Show Full Abstract
- Curricular innovation and digitisation at a mega university in the developing world: the UNISA ‘Signature Course’ project
As part of the endeavor to reposition itself in the open distance and e-learning arena, the University of South Africa (UNISA) has designed and developed six modular courses (one module per College) referred to as ‘Signature Courses’. The focus of these modules is on a student-centred online teaching and learning approach; extensive student online mentoring and support; and alternative online assessment practices, while also developing prototypes for fully online courses as the University advances in its digitisation objectives. This paper presents a case study of the achievements of the project thus far. It reports challenges the project has been facing and anticipates the trajectory the University will be following in the future as it moves decisively towards online teaching and learning.
As part of the endeavor to reposition itself in the open distance and e-learning arena, the University of South Africa ... Show Full Abstract
- MOOCs in vocational education and training and higher education
This paper offers a brief overview of innovations in education, specifically massive open online courses (MOOCs), and proposes MOOC research and applications in tertiary education. The overview helps to inform funding bodies, educators and administrators on MOOCs. The paper uses the Diffusion of Innovations theory to contextualise research into MOOCs and other future scientific endeavours. The overview also illustrates two effects in the organisational diffusion of educational technologies - bandwagon and leapfrog effects. Bandwagon effects stem from social pressure rather than strategic planning driving the adoption of innovations. This 'me-too' behaviour often results in poor innovation use. In contrast to bandwagon effects, leapfrog effects hinder adoption and improve innovation use relative to early-adopter organisations. Leapfrogging organisations take a wait-and-see attitude towards adopting new technologies, and then use the technology more efficiently than many early-adopter organisations.
This paper offers a brief overview of innovations in education, specifically massive open online courses (MOOCs), and ... Show Full Abstract
- Learn while you earn: student teacher experiences of a learnership programme facilitated by open distance learning
Since the year 2000 learnerships have been introduced in all sectors of South African society including education, as a strategy to overcome the acute skills shortage which hinders national development. A learnership is defined as work-based learning with the aim of obtaining a qualification within the South African national qualification framework. Unlike an internship which provides experiential workplace learning for a successful graduate, a learnership provides work-based learning for a student who is in the process of gaining a qualification. In this context open and distance learning (ODL) is the ideal tuition model as it enables the student to work and learn full-time while engaged in formal study.
Since the year 2000 learnerships have been introduced in all sectors of South African society including education, as a ... Show Full Abstract
- Informal learning and non-formal education for development
[This] article examines the issues of open, distance and technology-based informal learning and non-formal education for individual and community development. It argues that these two modes of education, which are estimated to constitute 70-90 per cent of lifelong learning, are insufficiently represented in the literature of open and distance learning and development. To ensure that these forms of provision take their rightful place alongside the mainstream systems of formal education, it is posited that far more research and evaluation is needed in order to demonstrate their potential and evidence quality in their outputs, outcomes and impacts.
[This] article examines the issues of open, distance and technology-based informal learning and non-formal education for ... Show Full Abstract