Publisher: Distance Education Association of New Zealand   (Total: 1 journals)   [Sort by number of followers]

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J. of Open, Flexible and Distance Learning     Open Access   (Followers: 32)
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Journal of Open, Flexible and Distance Learning
Number of Followers: 32  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1179-7665 - ISSN (Online) 1179-7673
Published by Distance Education Association of New Zealand Homepage  [1 journal]
  • Post-pandemic Trends

    • Authors: Alison Fields, Simon Paul Atkinson
      Pages: 1 - 6
      Abstract: Post-pandemic trends can be seen in journals in two ways: readership and research. This editorial looks at both, beginning with a report on the readership statistics of the Journal over the past 12 months, followed by identification of readership preference, with a list of the most frequently accessed items in the Journal in 2022. A steadily higher journal readership has continued after the sudden growth in demand for information in open, flexible, and distance learning during the pandemic. This is followed with a list of papers in this fulsome issue, showing movement away from experiences in the sudden and enforced shift to online and distance learning, to the emerging era of changing perspectives and broader reflections.
      PubDate: 2023-02-14
      Issue No: Vol. 26, No. 2 (2023)
  • Technology, Teaching, and the Many Distances of Distance Learning

    • Authors: Jon Dron
      Pages: 7 - 17
      Abstract: The “distance” in “distance learning”, however it is defined, normally refers to a gap between a learner and their teacher(s), typically in a formal context. In this paper I take a slightly different view. The paper begins with an argument that teaching is fundamentally a technological process. It is, though, a vastly complex, massively distributed technology in which the most important parts are enacted idiosyncratically by vast numbers of people, both present and distant in time and space, who not only use technologies but also participate creatively in their enactment. Through the techniques we use we are co-participants in not just technologies but the learning of ourselves and others, and hence in the collective intelligence of those around us and, ultimately, that of our species. We are all teachers. There is therefore not one distance between learner and teacher in any act of deliberate learning— but many. I go on to speculate on alternative ways of understanding distance in terms of the physical, temporal, structural, agency, social, emotional, cognitive, cultural, pedagogical, and technological gaps that may exist between learners and their many teachers. And I conclude with some broad suggestions about ways to reduce these many distances
      PubDate: 2023-02-14
      Issue No: Vol. 26, No. 2 (2023)
  • Definitions of the Terms Open, Distance, and Flexible in the Context of
           Formal and Non-Formal Learning

    • Authors: Simon Paul Atkinson
      Pages: 18 - 28
      Abstract: This opinion piece seeks to define and contextualise educational terms that are used, and appear to be misused, in contemporary academic literature and practice. It aims to explore the concept that these three words, open, flexible, and distance, fall into the categories of policy, mode of learning, and models of delivery. In the context in which the global
      educational community across all sectors adapts to new forms of learning, it is essential that practitioners agree on the terminology. Words have definitions, but they also have technical meanings and daily, commonplace, uses that sometimes defy those dictionary definitions. Words sometimes become symbolic, they are adopted by a specific community to cover a range of “sins”, and this use serves to normalise or induct new users into that community. The ability to twist and bend definitions to suit a specific context, to appeal to policy makers or funders, relies on some malleability, some ambiguity, of definitions. In the context of Boyer’s definition of the integration of research (Boyer, 1997), the purpose of this piece is to enable colleagues to decide how to best define and deploy existing, and validate new terminology.
      PubDate: 2023-02-14
      Issue No: Vol. 26, No. 2 (2023)
  • The Role of Non-Verbal Communication in Asynchronous Talk Channels ‎

    • Authors: Josiah Zhan Xiong Koh, Tara Hulbert
      Pages: 29 - 50
      Abstract: With the increased adoption of online learning (even greater as a result of the COVID-19 pandemic), online asynchronous discussions have become a mainstay of many online learning platforms. As teachers struggle to communicate and connect with students due to the forced transition online, we can better appreciate the differences between traditional nonverbal communication in a face-to-face environment and that of online nonverbal communication. Because digital literacy underpins the whole online learning experience, and because nonverbal communication (NVC) cues such as body language and paralanguage are not visible in asynchronous text-based online learning, this paper presents the relationship (if any) between electronic nonverbal communication (eNVC) and teaching/social presences and digital literacy, as well as its role in student motivation and engagement. A correlational study was conducted using surveys to gather data from 88 Level 5 Business Area students. The data was analysed using a Pearson’s correlation analysis. The study has found that there is a correlation between eNVC and the social/teaching presence and digital literacy in the asynchronous online discussions, and that eNVC is related to teaching and social presences, but not to digital literacy.
      PubDate: 2023-02-14
      Issue No: Vol. 26, No. 2 (2023)
  • An An Initial Assessment of Soft Skills Integration in Emergency Remote
           Learning During the COVID-19 Pandemic: A Learners’ Perspective

    • Authors: Leomar Miano
      Pages: 51 - 61
      Abstract: Faculty members’ soft skills are vital for developing students’ knowledge, understanding, values, and skills. How teachers integrate soft skills with the subject matter influences how their students acquire the skills they need in their academic life and beyond. Soft skills are a key factor for students’ success—not just in their academic work, but also in their careers. These skills are also highly sought by employers when recruiting new graduates. The main purpose of this study was to determine students’ perceptions of soft skills integration in emergency remote learning (ERL) during the COVID-19 pandemic. A self-constructed questionnaire distributed through Google forms was used for data collection. Forty-three Bachelor of Science in Business Administration (BSBA) first-year students from Southern Luzon State University (Philippines) participated in the study. It was found that most BSBA first-year students perceived that soft skills were moderately integrated during ERL. There was a mean of 3.16 for personal skills, 3.02 for character-building skills, and 2.95 for organisational skills. It was also found that there was no significant difference in students’ perception of the integration of soft skills in emergency remote learning when the students were grouped according to gender and learning modalities. This paper suggests that further study should be conducted with a wider scope.
      PubDate: 2023-02-14
      Issue No: Vol. 26, No. 2 (2023)
  • Supporting English Language Development of English Language Learners in
           Virtual Kindergarten: A Parents’ Perspective

    • Authors: Sara Shahbazi, Geri Salinitri
      Pages: 62 - 74
      Abstract: The researchers of this case study explored English language learner (ELL) parents’ experience as they supported their children’s English language development in an online (virtual) kindergarten programme. One-on-one semi-structured interviews were used to collect data. Then the researchers used thematic analysis to describe the participants’ lived experience with the phenomenon. Findings indicated that online learning increased the emotional stressors for parents of ELL children, and altered the communication between parents and teachers. Meanwhile, the use of breakout rooms reinforced the children’s language development, and translation services supported parents. Based on the findings, the researchers recommend that schools and boards provide the parents and families of multilingual learners with ongoing workshops to give them the tools and confidence to continue supporting their children in person and online. They also recommend a greater investment in translation services.
      PubDate: 2023-02-14
      Issue No: Vol. 26, No. 2 (2023)
  • Parents’ Experience with Remote Learning during COVID-19 Lockdown in

    • Authors: Lockias Chitanana
      Pages: 75 - 90
      Abstract: The closure of primary schools during the COVID-19 pandemic led to a rapid shift to remote learning, placing more responsibility for learning on parents and guardians. This study sought to explore parents’ experience while engaging in their children’s remote learning during that period. The study is particularly timely in light of a dramatic growth in remote learning due to the continued disruption of face-to-face learning in schools. A study of parents’ experience may yield useful data and identify trends to inform the development of programmes and policies targeting parental needs and support in this emerging form of learning. A descriptive qualitative design was used to conduct this study so that relevant responses could be sought to get insights into parents’ experience during the COVID-19 pandemic. Questionnaires and online interviews were used to collect data from a purposive sample of 25 parents, whose selection was based on their involvement in their children’s home learning and access to internet connectivity in the home. The results revealed that parents found the sudden closure of schools extremely disturbing, and they were concerned about their children’s routines. Parents highlighted that they had difficulties with balancing responsibilities, adjusting to remote learning, children’s lack of motivation to learn, poor accessibility of learning material, lack of capacity to assist multiple children, and finding appropriate space for learning. The results of the study have important implications for policy, and generated strong recommendations for teachers, school authorities, and policymakers.
      PubDate: 2023-02-14
      Issue No: Vol. 26, No. 2 (2023)
  • First-year Secondary Students’ Perceptions of the Impact of iPad Use on
           Their Learning in a BYOD Secondary International School

    • Authors: Martin Watts, Ioannis Andreadis
      Pages: 91 - 106
      Abstract: This study uses a statistical survey over three consecutive years to show how the first-year students of a mid-sized Bring Your Own Device (BYOD) secondary international school perceive the impact of using their own iPad on their learning. The students’ perceptions show awareness of the usefulness and challenges associated with using their iPads in school life as well as at home. The students indicate several perceived benefits relating to having instant access to a variety of learning opportunities via the internet. However, they also indicate the challenges of keeping a balanced approach and avoiding overuse of their iPads inside and outside school (e.g., for gaming and social media). The original rationale for implementing the BYOD scheme did not anticipate specific benefits for students’ academic outcomes (grades). However, academic performance has continued to be monitored to identify any adverse effects associated with the scheme. Students’ overall academic performance has not been adversely affected since the scheme was implemented.
      PubDate: 2023-02-14
      Issue No: Vol. 26, No. 2 (2023)
  • Teaching, Engaging, and Motivating Learners Online Through Weekly,
           Tailored, and Relevant Communication

    • Authors: Andy Kenah, Catherine Nash
      Pages: 107 - 123
      Abstract: Engaging and motivating learners to successfully complete their studies are crucial elements for the success of distance educators around the world. The researchers’ AIM newsletter, which is formatted in accordance with motivational learning theory, has been delivered to first-year learners in economics at Open Polytechnic of New Zealand from 2010 to 2022. AIM is an acronym for Academic content, Information for the course, and Motivation— three critical elements that are required to meet the challenges of effective online course facilitation. This paper uses Keller’s IMMS to evaluate the learner’s perspective of the AIM newsletter. Results show that learners consider AIM newsletter attracts the learner’s attention and provides relevant links between theory and current world examples, linking the learner’s own experiences, increasing their confidence in the course, and providing overall satisfaction with the learning experience. In essence, AIM newsletter provides an effective and efficient method of delivering and motivating learners throughout their studies.
      PubDate: 2023-02-14
      Issue No: Vol. 26, No. 2 (2023)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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