scholarly journals Review and Content Analysis of the International Review of Research in Open and Distance/Distributed Learning (2000–2015)

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Olaf Zawacki-Richter ◽  
Uthman Alturki ◽  
Ahmed Aldraiweesh
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Courses ◽  
Distributed Learning ◽  
Open Educational Resources ◽  
International Review ◽  
Access To Education ◽  
Research Areas ◽  
The Status

<p class="3">This paper presents a review of distance education literature published in the <em>International Review of Research in Open and Distance/Distributed Learning</em> (IRRODL) to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. All articles (<em>N </em>= 580) published between 2000 and 2015 were reviewed for this study. An analysis of abstracts using the text-mining tool Leximancer over three 5-year periods reveals the following broad themes over the three periods: the establishment of online learning and distance education institutions (2000–2005), widening access to education and online learning support (2006–2010), and the emergence of Massive Open Online Courses (MOOCs) and Open Educational Resources (OER) (2011–2015). The analysis auf publication and authorship patterns revealed that IRRODL is a very international journal with a high impact in terms of citations.</p>

scholarly journals Review of distance education research (2000 to 2008): Analysis of research areas, methods, and authorship patterns

2009 ◽  
Vol 10 (6) ◽  
pp. 21 ◽  
Author(s):  
Olaf Zawacki-Richter ◽  
Eva Maria Baecker ◽  
Sebastian Vogt
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Collaborative Research ◽  
Learning Processes ◽  
Education Literature ◽  
Research Areas ◽  
The Status ◽  
Individual Learning Processes ◽  
Innovation And Change

This paper presents a review of distance education literature to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. The articles (<em>N</em> = 695) published in five prominent distance education journals between 2000 and 2008 were reviewed for this study. The conclusion is that distance education research is strongly dominated by issues related to instructional design and individual learning processes; whereas, other important areas (e.g., innovation and change management or intercultural aspects of distance learning) are dreadfully neglected. There is a significant trend towards collaborative research and more qualitative studies. Over 80% of all articles originate from only five countries.

A Review and Content Analysis of the Turkish Online Journal of Distance Education Publications Between 2000 and 2015

2020 ◽  
pp. 217-225
Author(s):  
Cengiz Hakan ◽  
Olaf Zawacki-Richter ◽  
Aras Bozkurt
Keyword(s):  
Distance Education ◽  
Educational Technology ◽  
Education Research ◽  
Content Analysis ◽  
Research Area ◽  
Online Journal ◽  
Education Literature ◽  
Research Areas ◽  
The Status

This paper presents a review of distance education literature published in the Turkish Online Journal of Distance Education (TOJDE) to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. The articles (N = 784) published between 2000 and 2015 were reviewed for this study. Findings indicated that issues related to educational technology are a popular research area in articles published in TOJDE. Nearly all the articles are theoretical/descriptive, quantitative, or qualitative in nature. According to publication and authorship patterns, TOJDE is an international journal with a special ability to reflect developments in its near region in the field of distance education.

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

scholarly journals MOOCS As A Method Of Distance Education In The Arab World – A Review Paper

2015 ◽  
Vol 18 (1) ◽  
pp. 123-138 ◽  
Author(s):  
Raniah Samir Adham ◽  
Karsten Oster Lundqvist
Keyword(s):  
Online Learning ◽  
Review Paper ◽  
Online Courses ◽  
Arab World ◽  
Arab Countries ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The World ◽  
The Status ◽  
Developed World

Abstract Massive Open Online Courses (MOOCs) in the Arab World are still in their infancy. Many Arab countries are now starting to launch their MOOC platforms; however, there are only a few who have actually implemented such systems. This paper will explore online learning, in particular the rise of MOOCs around the world and their impact on the Arab World. The purpose of this paper is to give a true picture of the development of the first MOOC platforms in the Arab World. It will analyse in detail the concept, definitions, background, and types of MOOCs (xMOOCs and cMOOCs), as well as the main MOOCs platform in the Western and Arab worlds, and a timeline of the development of MOOCs. It will then observe the status of MOOCs in the developed world, opportunities in the Middle East, and the influence of Western MOOCs on the Arab world, from many perspectives, e.g. educational, religious, cultural and social.

scholarly journals Open Content and Open Educational Resources: Enabling universal education

2008 ◽  
Vol 9 (1) ◽  
Author(s):  
Tom Caswell ◽  
Shelley Henson ◽  
Marion Jensen ◽  
David Wiley
Keyword(s):  
Distance Education ◽  
Open Educational Resources ◽  
Access To Education ◽  
Universal Education ◽  
Reproduction Costs ◽  
Open Content ◽  
The Right ◽  
The Cost ◽  
The University ◽  
Distance Educators

The role of distance education is shifting. Traditionally distance education was limited in the number of people served because of production, reproduction, and distribution costs. Today, while it still costs the university time and money to produce a course, technology has made it such that reproduction costs are almost non-existent. This shift has significant implications, and allows distance educators to play an important role in the fulfillment of the promise of the right to universal education. At little or no cost, universities can make their content available to millions. This content has the potential to substantially improve the quality of life of learners around the world. New distance education technologies, such as OpenCourseWares, act as enablers to achieving the universal right to education. These technologies, and the associated changes in the cost of providing access to education, change distance education's role from one of classroom alternative to one of social transformer.

scholarly journals Strategies for innovative teaching and learning Part 2: How to deliver a distance education online course

2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
History Of

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.

scholarly journals THE COSTS AND COSTING OF NETWORKED LEARNING

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Greville Rumble
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Courses ◽  
Networked Learning ◽  
Face To Face

The development of networked learning and the increasing development of online courses by both traditional and distance education institutions has raised many questions concerning the costs of online learning relative to both face-to-face teaching and other approaches to distance education. Additionally, attention has turned to the problem of costing networked learning, though as yet little progress has been made. This paper discusses both the emerging evidence on the costs of networked learning, relative to other forms of education, and its costing.

scholarly journals Navigating the Open Educational Practice Landscape

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Martin Weller
Keyword(s):  
Online Courses ◽  
Educational Practice ◽  
Open Educational Resources ◽  
Open Access Publishing ◽  
Open Education ◽  
Access To Education ◽  
Creative Commons ◽  
Growth Area ◽  
Open Educational Practice ◽  
Open Textbooks

Open education is an evolving term that covers a range of philosophies and practices aimed at widening access to education for those wishing to learn, with the current focus predominantly on practices based around reuse and sharing. This current focus can be traced back to the Open Educational Resources (OER) movement, and the use of open licences, such as Creative Commons licences. However, it also has links to open universities, open access publishing, MOOCs, open source software and open approaches to teaching.The current interpretation of open education is heavily influenced by the OER movement with an emphasis on the ‘5Rs of reuse’ (Reuse, Revise Remix, Redistribute and Retain - Wiley 2014). The profile of open education has been further raised in recent years by the popularity of Massive Open Online Courses (MOOCs). Although they do not always meet the 5Rs criteria, MOOCs are open to all and freely available, and have gained considerable attention and funding. Another growth area is that of open textbooks, which can be viewed as a specific form of OER, and is particularly prevalent in North America through projects such as OpenStax and BC Campus

Making Sense of Building Online Learning Communities

2014 ◽  
pp. 91-116
Author(s):  
Justina Kwapy
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Virtual Community ◽  
Social Needs ◽  
Dropout Rates ◽  
Making Sense ◽  
Traditional Programs ◽  
Learning Programs

The last decade has brought an increase in online courses in the educational setting. Online enrollment has increased from 1.98 million in 2003 to 2.35 million in 2004 (Allen & Seaman, 2005). While students, higher universities, and faculty are enjoying the convenience and flexibility of online learning environments, there is an increasing concern over the support in distance education, teaching methods, and a social disconnectedness of students from the course. This chapter explores how these factors can impede a successful online learning experience and can cause dissatisfaction and higher dropout rates among students in distance learning programs. Carr (2000) found higher dropout rates for distance education (10-20%) over traditional programs. Higher institution’s online faculty are now faced with the task of creating a virtual community of learners, meeting both academic and social needs of students.

scholarly journals Online Education Through the Eyes of Students and Lecturers (Based on the Results of a Pedagogical Study in 2019)

2020 ◽  
Vol 24 (2) ◽  
pp. 4-16 ◽  
Author(s):  
A. D. Ivanova ◽  
O. V. Murugova
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Graduate Students ◽  
Online Education ◽  
Online Courses ◽  
Publishing House ◽  
Economic Benefits ◽  
Advantages And Disadvantages ◽  
Second Year ◽  
Winter School

Purpose of the research. The article discusses different views on online education: students, lecturers, politicians. Mass open online courses in the West began to be actively introduced in 2012, but after three years, European and American universities started disappointing in them and began to reduce their importance in training. In Russia, online learning is a popular modern educational trend, which is increasingly being talked about at the highest level and which is promoted by central universities that strive to cover the entire educational space with their digital courses. In October 2019, the Russian Federation President’s special representative for digital and technological development Mr. Dmitry Peskov described key trends for Russian universities in the next five - ten years: the first scenario is “cannibalistic" — several leading universities create online platforms and actually wash the core of regional universities. The second is digital platforms and digitalization, when all universities create their online courses. But behind all this, practically no voices of students are heard — do they want to massively switch to distance education on the Internet? The purpose of this study is to answer this question.Materials and methods. The study of students’ opinions was conducted in 2019 (from May to December) at the Ufa State Aviation Technical University (USATU). The work was carried out as part of the study of the basic course “Psychology and Pedagogy", which is taught to first-year undergraduates and second-year graduate students and during pedagogical practice for second-year undergraduates and third-year graduate students. The main method was a written survey of students about the advantages and disadvantages of online learning, followed by a group discussion in the classroom.The resultswere tested at the “Winter School of the Lecturer - 2020", which was held in January 2020 by the Yurait Publishing House for lecturers from Russia, Kazakhstan, Belarus, Armenia and Ukraine. The research materials were presented at the webinar “Online education through the eyes of students" (speaker — A. Ivanova) and caused wide discussion and multiple feedback from the audience in a group chat. The paper presents the results of a survey of students of USATU and statements from the chat of lecturers.Conclusion. The conclusions obtained as a result of processing the survey of graduate and postgraduate students of the USATU almost completely coincided with the conclusions of the lecturers participating in the “Winter School of Lecturer - 2020": the school and the first post-secondary education (secondary or higher) must be received in the “classical" format. Everyone recognized the best options for applying online education: advanced training; receiving a second education; self-development courses on the latest discoveries and technologies. Distance education must be developed, but only without campaigning: consciously, methodically and technologically thought out. It is necessary to check offline the “qualifications" of people with online diplomas. The main thing is not to rush in the pursuit of ratings and economic benefits with the adoption of ill-conceived and reckless decisions that can lead to intellectual degradation of youth and the correction of which will cost our state a hundred times more.

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