scholarly journals Teaching through written assignments in the Open University: an approach to the “voice” of postgraduate students on Instructional Discourse

2020 ◽  
Vol 16 (1) ◽  
pp. 9
Author(s):  
Gerasimos S. Koustourakis
Keyword(s):  
Open University ◽  
Postgraduate Students ◽  
Instructional Discourse ◽  
Written Assignments ◽  
The Voice

scholarly journals THE EXPLOITATION OF COMMUNICATION BASED TECHNOLOGY IN TERMS OF ASSISTING THE STUDENTS OF THE HELLENIC OPEN UNIVERSITY TOWARDS THE DEVELOPMENT OF THEIR WRITTEN ASSIGNMENTS

2018 ◽  
Vol 9 (1) ◽  
pp. 1426-1440
Author(s):  
VASILIKI KOUKOUSOURI ◽  
ANDREAS KARAOULANIS
Keyword(s):  
Distance Learning ◽  
Computer Technology ◽  
Open University ◽  
Internet Communication ◽  
Postgraduate Students ◽  
Telephone Communication ◽  
Keywords Internet ◽  
Computer Based ◽  
Written Assignments ◽  
Academic Year

Abstract The purpose of this research is to investigate the views of the postgraduate students of the Hellenic Open University during the 2016-17 academic year on the possibilities of using internet based platforms and computer technology in general for the preparation of their written work in such a distance learning degree. Our sample was students 24 women and 6 men. All students in the same degree in the above mentioned academic year. Students were asked to complete a written questionnaire that was posted on the internet, while they were ensured for their anonymity. Data analysis was done by following a quantitative approach via the usage of the SPSS24 statistical software. The most important findings of the research were that of all forms of internet and computer based technology that was used in order to assist students during their studies, the forum, the emails and the usage of phone conversations with students and lectures were the ones that were mostly related with their written assignments. In terms of their educational needs in general, they were covered by email, forums, telephone communication and they also chose to videoconferencing. Generally speaking, they have shown that internet and computer technology are essential in distance learning education. Finally, students wanted to improve their communication with their lectures, would like to increase their telephone communication with them and to give answers to their questions via the forum usage. Keywords: Internet, communication, e-mail, forum, distance education, Hellenic Open University, telephone

BAAL/CUP Seminars 2010

2011 ◽  
Vol 45 (1) ◽  
pp. 131-133
Author(s):  
James Donohue
Keyword(s):  
Academic Writing ◽  
Systemic Functional Linguistics ◽  
Open University ◽  
Academic Literacies ◽  
Postgraduate Students ◽  
Functional Linguistics ◽  
Milton Keynes

The Open University, Milton Keynes, 21 April 2010This seminar, organised by Caroline Coffin and Jim Donohue (both from the Open University, UK), took the form of a day of dialogue between invited experts and other interested parties, including academic writing practitioners, researchers and postgraduate students. The invited speakers were asked to form panels representing either Academic Literacies or Systemic Functional Linguistics.

scholarly journals Hellenic Open University student views on Supplementary Digitized Educational Material

2011 ◽  
Vol 7 (2) ◽  
pp. 5
Author(s):  
Vassilia Hatzinikita ◽  
Athanasios Katsis ◽  
Konstantinos Petrogiannis
Keyword(s):  
Web Application ◽  
Evaluation Study ◽  
Educational Material ◽  
Open University ◽  
Application Form ◽  
Postgraduate Students ◽  
Research Findings ◽  
Pedagogical Aspect ◽  
Technical Specifications

The paper presents a part of an evaluation study undertaken by the Hellenic Open University (HOU) regarding the design and implementation of Supplementary Digitized Educational Material (SDEM: Video, Hypertext, Webcast) which was developed in order to support a number of undergraduate and postgraduate modules. The aim of this paper is to examine the HOU students’ views about the quality of each module’s SDEM they used during their study. More specifically, students’ views about (a) content presentation (b) instructional and pedagogical methodology (c) technical specifications and (d) quality of interface of the SDEM were studied by adopting a quantitative approach. The relevant data were selected with the use of an online-based questionnaire, specifically developed for this evaluation study, administered through a user-friendly web application form. The research findings indicated that students consider Hypertext as the least effective mode of digitized material whereas Webcast is viewed most favourably especially in the pedagogical dimension. Finally, postgraduate students face more serious challenges than undergraduates not only in the pedagogical aspect but also in terms of the SDEM’s technical specifications.

Self-assessment and what happens over time: Student and staff perspectives, expectations and outcomes

2021 ◽  
pp. 146978742110547
Author(s):  
Shane McIver ◽  
Berni Murphy
Keyword(s):  
Online Survey ◽  
The Self ◽  
Assessment Process ◽  
Teaching Staff ◽  
Self Assessment ◽  
Postgraduate Students ◽  
Future Assessment ◽  
Postgraduate Level ◽  
Evaluative Judgement ◽  
Written Assignments

Multiple benefits have been attributed to self-assessment and its ability to help develop evaluative judgement among learners. However, student and staff perceptions and what to expect throughout the self-assessment process deserves further scrutiny, particularly at the postgraduate level. To understand how students engage with self-assessment as a new skill, this study examined the experiential observations among postgraduate students and the teaching staff who implemented a self-assessment intervention designed to improve assessment and feedback procedures. Students were invited to self-assess their own written assignments prior to submission. Markers subsequently graded the work, and to provide a useful comparison, incorporated comments regarding the students’ own self-assessment within the feedback. Students from two postgraduate units subsequently completed an online survey ( n = 42) describing their impressions and insights regarding the self-assessment process. To expand upon survey findings, six ( n = 6) were randomly selected to participate in in-depths interviews. Teaching staff were invited to participate in separate interviews ( n = 5). Self-assessment triggered critical thinking and reflection among students and staff alike in different and specific ways. Inductive thematic analysis identified key domains relevant to both cohorts with multiple sub-themes. These related to (a) the ways self-assessment challenged habitual approaches to assessment tasks, (b) the capacity for providing and receiving increasingly meaningful feedback and (c) the need for initial teaching support and resources for ongoing guidance. Educators considering embedding self-assessment will find insights arising from the results useful for unit planning and future assessment design.

scholarly journals Profiling information-seeking behaviour of distance learning students in Wawasan Open University

2016 ◽  
Vol 11 (2) ◽  
pp. 122-135 ◽  
Author(s):  
Vighnarajah ◽  
Farzanah Ali Hassan ◽  
Norhasni Abd Aziz ◽  
Ooi Siew Lee
Keyword(s):  
Distance Learning ◽  
Information Seeking ◽  
Research Work ◽  
Survey Study ◽  
First Year ◽  
Open University ◽  
Content Type ◽  
Postgraduate Students ◽  
Information Seeking Behaviour ◽  
Significant Difference

Purpose Wawasan Open University Library undertook a survey study, based on the Wilson’s revised model of information behaviour (1999), to profile information-seeking behaviour of their distance students in using library resources in their research and learning activities. The paper aims to discuss these issues. Design/methodology/approach Using random sampling method, samples were selected to ensure proper representation of the population across four schools of studies and five regional centres. A total of 550 questionnaires were sent to undergraduate and postgraduate students, and 435 completed questionnaires were returned with a success response rate of 79 per cent. Findings Findings indicated significant differences between undergraduate and postgraduate students in using the university’s MyDigital Library and physical library for their information needs. Findings also indicated significant difference between first-year and post-first-year students in using internet search engines as part of their information-seeking process. Practical implications Students improving on their information-seeking behaviour in the learning and research work paved way for them to better experience university vivacity and not isolate themselves from distance learning. Originality/value This paper acknowledges the importance of promoting good information-seeking behaviour among distance learners in the scholarship of learning and research work. The paper also amplifies the important role library plays in minimizing students’ sense of isolation in university learning experience.

scholarly journals The Pygmalion Effect in Distance Learning: A Case Study at the Hellenic Open University

2016 ◽  
Vol 19 (1) ◽  
pp. 36-52 ◽  
Author(s):  
Maria Niari ◽  
Evaggelia Manousou ◽  
Antonis Lionarakis
Keyword(s):  
Distance Learning ◽  
Student Performance ◽  
Qualitative Methodology ◽  
Open University ◽  
Pygmalion Effect ◽  
Postgraduate Students ◽  
Positive Form ◽  
Face To Face ◽  
Educational Trend ◽  
The Impact

Abstract The Pygmalion Effect is the positive form of self-fulfilling prophecy and shows how teacher expectations influence student performance. According to this phenomenon, higher expectations can lead to an increase in performance. In this research qualitative methodology was adopted both in data collection, and in analysis, in order to investigate the impact of the Pygmalion Effect in distance adult learning. Observation was held in two Contact Sessions of the Postgraduate Module for Open and Distance Education (EKP65) of the School of Humanities at the Hellenic Open University (HOU). Also, 22 interviews were conducted, 6 with Tutors/Advisors and 16 with students of the same Postgraduate Module. The data analysis indicates that both Tutors/Advisors and postgraduate students shape form their expectations based on the behaviour as reflected in their first contact (telephone contact, face-to-face contact, written contact through the CV). Expectations originally are positive, though this could change due to mismatched following behaviour. Tutor’s expectations are expressed in verbal and non-verbal ways both in written and face-to-face communication. However, it is the non-verbal behaviour - and mainly the encouragement and the support towards the students - that influences their positive mood and attitude towards the learning object and distance learning itself. In conclusion, not to reject the educational trend according to which the adult learner has developed selfmotivation, we accept that Tutor’s expectations reflected in encouragement and support towards the student may influence the learning process.

scholarly journals Transactional Distance among Open University Students: How Does it Affect the Learning Process?

2014 ◽  
Vol 17 (1) ◽  
pp. 26-42 ◽  
Author(s):  
Amanda Kassandrinou ◽  
Christina Angelaki ◽  
Ilias Mavroidis
Keyword(s):  
Learning Process ◽  
Transactional Distance ◽  
Open University ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Factors Affecting ◽  
Face To Face ◽  
Negative Effect ◽  
Blended Distance Learning

Abstract This study examines the presence of transactional distance among students, the factors affecting it, as well as the way it influences the learning process of students in a blended distance learning setting in Greece. The present study involved 12 postgraduate students of the Hellenic Open University (HOU). A qualitative research was conducted, using information collected via individual semi-structured interviews. Content analysis of the gathered information provided evidence regarding the existence of student-student transactional distance for several reasons, such as geographical and relatively limited face to face interaction. The role of the tutor as well as of the course provider were also examined in this respect. Finally the study indicated that the existence of perceived transactional distance among the students has a negative effect on their learning process.

The voice of students from a Black, Asian or minority ethnic background

2021 ◽  
Vol 23 (3) ◽  
pp. 137-146
Author(s):  
Joan Simons ◽  
Silice Patrice Belton
Keyword(s):  
United Kingdom ◽  
Distance Learning ◽  
White Students ◽  
Large Distance ◽  
Sense Of Belonging ◽  
Open University ◽  
The United Kingdom ◽  
First Time ◽  
The Voice ◽  
Minority Ethnic

The Open University is a large, distance-learning university, serving all four nations of the United Kingdom (UK) and provides education for most of its students through open entry, meaning that no prior qualifications are necessary. At the OU, we have a low percentage of students who come from a black, Asian or minority ethnic (BAME) background, ranging from 4% to 13% depending on their programme of study. However, due to the high student population at the Open University, that low percentage amounts to thousands of students. We were keen to hear from our BAME students, as we are aware of a challenging awarding gap between these students and white students. We ran three focus groups with a total of ten students from a BAME background, and asked about issues such as being valued, inclusion, a sense of belonging and feeling represented. This was the first time that BAME students had been asked about their views in this way. We found that although there were positive insights, students were uncomfortable engaging in forums, lacked a sense of belonging and did not feel represented in the curriculum. By encouraging these students to give voice to their concerns, we heard, for the first time, some of the issues they are dealing with that need to be addressed.

BAAL/CUP Seminars 2013 / Text Trajectories – Developing dynamic approaches to textual analysis

2015 ◽  
Vol 48 (1) ◽  
pp. 142-146 ◽  
Author(s):  
Janet Maybin ◽  
Theresa Lillis
Keyword(s):  
South Africa ◽  
Textual Analysis ◽  
Open University ◽  
Postgraduate Students ◽  
Language And Communication ◽  
Language And Education

This seminar took place on 19 April, 2013 at the Centre for Language and Communication, Faculty of Language and Education Studies, The Open University. The seminar was coordinated by Janet Maybin and Theresa Lillis and there were 28 participants, including four postgraduate students, from universities in Britain, Belgium and South Africa.

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