Publisher: ICDE   (Total: 1 journals)   [Sort alphabetically]

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Open Praxis     Open Access   (Followers: 2)
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Open Praxis
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2304-070X
Published by ICDE Homepage  [1 journal]
  • Upskilling and Upscaling for Quality Open, Flexible and Distance Learning.
           Introduction to Selected Contributions from the 2021 ICDE Virtual Global
           Conference Week

    • Abstract: This Open Praxis special issue compiles six selected papers derived from contributions presented at the 2021 ICDE Virtual Global Conference Week that took place online in October, including two articles that received the Best Paper Awards in the two conference tracks: innovation and open education, respectively. The issue includes three more research papers and one innovative practice article from the conference. Finally, the issue includes one book review. Published on 2022-06-07 12:32:14
  • Innovative Application & Enrollment Processes for More Informed Students:
           Reflections on the Benefits of this Innovative Process through the
           Analytical Lens of Behavioural Science

    • Abstract: This paper examines the practical experience and research background of one private training provider with over 10 years’ experience reskilling and upskilling mid-career workers with academic qualifications for employment in a growing technical and highly regulated pharmaceutical manufacturing industry. This paper offers insights into how to maximise the efficiency and effectiveness of the admissions, enrollment, induction and orientation process for adult learners looking to commence studies on university accredited continuous professional development (CPD) courses. This process is based on and analysed through the lens of Behavioural Science, while also building upon the work of Dirksen, Colvin Clark, Stolovitch, and Keeps. The data set has been gathered during 2020 and 2021, from 425 adult learner applicants, coming from a variety of educational and employment backgrounds, with 5 to 25 years of work experience. Published on 2022-06-07 12:26:21
  • How to Promote the Use of Open Educational Resources (OER) in Higher
           Education. A Parley with OER Experienced Teachers

    • Abstract: The idea of Open Educational Resources (OER) is nowadays widespread in higher education. However, notwithstanding their supposed benefits, the actual adoption of OER in teaching remains low. Due to this absence, various studies have primarily focused on (the lack of) OER awareness among teachers and identified barriers to their use. This article argues that the current debate could benefit from insights from those who are already using OER in their teaching practices. Examining their perspectives can disclose measures that promote the adoption of OER. A mixed-method approach was applied that comprised an expert survey among 32 OER experienced higher education teachers in Germany, which results were then subject to a focus group discussion with 20 of them to validate and differentiate the results. Overall, the results reveal that teachers prefer measures comprising incentives and support rather than obligations. Exemplarily, a commitment to publish all materials as OER was rejected. Instead, a more fundamental transformation was requested from closed to open practices. Therefore, it can be stated that the teachers underlying path is guided by a desire for a shift towards openness in higher education. The measures favoured by the teachers can thus be understood as essential puzzle pieces that contribute to the bigger picture of openness. Published on 2022-06-07 12:10:40
  • Towards Digital Thinking and Practices: Experiences of Sri Lankan Teachers
           and Students

    • Abstract: Commonwealth Digital Education Leadership Training in Action (C-DELTA), an open and free online programme of the Commonwealth of Learning, provides a framework to foster digital education. The Open University of Sri Lanka implemented an intervention during 2020-2021 to promote digital education in Sri Lankan secondary schools, through the adoption of C-DELTA. This paper presents how C-DELTA supported developing digital thinking and practices among teachers and students, challenges faced and supports received by them, and impacts of the intervention. Participants’ experiences were captured through questionnaire surveys, concept maps, focus group interviews, reflective stories, and video narratives. The findings revealed that the intervention has enhanced developing digital learning skills of teachers and students, and changing their thinking and practices, yet, amid various challenges. While the implementation of C-DELTA in schools has been slow during the COVID-19 pandemic, the pandemic itself has shown the significance of improving digital literacy and digital practices. Published on 2022-06-07 12:03:08
  • Developing Student Behaviours that Support Academic Integrity in Distance

    • Abstract: The shift to online assessment during the pandemic has generated debates on academic integrity, also highlighting good practice in supporting students and staff. Academic integrity is commitment to six fundamental values: honesty, trust, fairness, respect, responsibility, and courage and academic misconduct refers to practices that are not in keeping with these values and this commitment. There seem to be two dominant threads in such debates in higher education: one involves promoting creative design of authentic assessment and guidelines to students about institutional expectations concerning academic offences such as plagiarism and collusion; the other provides technological and practical safeguards to protect academic integrity. In this paper, we report on the outcomes of a project that evaluated in 2020 the pivot to online assessment at the University of London, UK. Our focus is academic integrity in distance learning environments by exploring the key themes of student and staff perceptions, and related pedagogical issues. We propose a set of measures that can enhance students’ perception of academic integrity and institutional approaches to mitigate against academic offences. Published on 2022-06-07 11:55:56
  • A Formative Assessment Design Suitable for Online Learning Environments
           and its Impact on Students’ Learning

    • Abstract: COVID19 outbreak brought about many challenges including the shifting of university assessments to conduct in online mode. This research study tries to explore the impact of newly designed online formative assessments on students’ learning, in a Plant Physiology course. The designing of assessments were carried out focusing on constructive alignment, for which an Open Book Test (OBT) was conducted in three parts: OBT1 –problem based learning assignment, providing feedback using a rubric; OBT2 –multiple choice, multi response, matching and missing word questions with immediate feedback; OBT3 –analysing research results with MCQs and short answer questions with feedback. A mixed approach of convergent parallel design method was followed to collect data through two questionnaires and interviews. Findings indicated students’ engagement in self- determined learning in solving a real-world problem and their enthusiasm in learning with research-based questions in assessments, while self-assessing their performance through feedback. However, geographically varied technological challenges need to be addressed in conducting successful online assessments. Published on 2022-06-07 11:48:03
  • Integrating Metaliteracy into the Design of a Collaborative Online
           International Learning (COIL) Course in Digital Storytelling

    • Abstract: This paper explores the redesign of a course in Digital Storytelling that integrates metaliteracy to advance Collaborative Online International Learning (COIL). Students from the United States and Prague, Czech Republic are active participants in this fully online global course as they learn to produce digital stories. The metaliteracy framework encourages metacognitive reflection and the active participation in social information environments. A collaborative teaching team from the United States and Europe redesigned this course to integrate metaliteracy into the learning activities and self-assessments. As students learn to become digital storytellers, they self-identify with specific metaliterate learner roles (producer, collaborator, researcher, etc.), assess their learning through four domains of metaliterate learning (affective, behavioural, cognitive, and metacognitive), and lastly reflect on their work in the course through the metaliteracy characteristics (collaborative, open, reflective, civic-minded, etc.). The internationalization of education in this COIL course is enhanced by the novel combination of metaliteracy and digital storytelling. Published on 2022-06-07 11:39:46
  • Book Review of Reimagining Digital Learning for Sustainable

    • Abstract: Sheila Jagannathan (Editor). (2021). Reimagining Digital Learning for Sustainable Development. How Upskilling, Data Analytics, and Educational Technologies Close the Skills Gap. Routledge (1st Ed.). 379 pages. ISBN: 978-1-003-08969-8 (eBook). Published on 2022-06-07 11:16:20
  • A Classification Approach with Machine Learning Methods for Technical
           Problems of Distance Education: Turkey Example

    • Abstract: Distance education is an education model in which the lessons can be taught simultaneously using technical material without time and space restrictions. It has gained importance after the Covid-19 pandemic processes and has been implemented as a valid educational model in all educational institutions. Due to the sudden pandemic measures, distance education has brought about a lot of technical problems at unprepared educational institutions against the pandemic. In this paper, a classification approach is proposed by machine learning methods on Twitter instead of the usual structured research methods such as survey, one-on-one meeting for technical problems of distance education. The most encountered and commented distance education problem, which can be defined in different languages by the proposed method, have been analysed with Turkey example. Sentiment analysis has been made from negative and neutral tweets about distance education. The problems have been classified by natural language processing methods based on Turkish word analysis. Published on 2021-12-31 00:00:00
  • Faculty Support in Higher Education Provided by University Administration
           during Emergency Remote Teaching: A Case Study

    • Abstract: COVID-19 caused a global crisis and influenced approximately 1.5 billion students. Due to the threat of COVID-19, schools and universities suspended all the face to face classes and faced a mandatory transition to online learning to continue their teaching and learning. Teachers and students did not have time to prepare or get supported for emergency remote teaching. This study aims to examine the support services provided by the university administration to the faculty in Turkey. So it is designed as a case study, which is one of the qualitative methods in education. Regarding the findings related to support systems in the time of emergency remote teaching provided by the universities, it can be seen that administrative and technical supports were well-provided. However, it can be said that the universities ignored their faculties’ needs regarding academic support as well as counseling support, which faculty needed most. Although library support is one of the support systems in the literature, faculty mentioned that they did not need any support in this regard. Peer support can be shown as the most prominent type of support in the emergency remote teaching, although it is not included in the open and distance learning literature for faculty. Published on 2021-12-31 00:00:00
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Heriot-Watt University
Edinburgh, EH14 4AS, UK
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