Subjects -> EDUCATION (Total: 2346 journals)
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    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
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    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

ONLINE EDUCATION (42 journals)

Showing 1 - 41 of 41 Journals sorted alphabetically
Aprendo con NooJ     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Campus Virtuales     Open Access   (Followers: 3)
Current Issues in Emerging eLearning     Open Access   (Followers: 11)
Designs for Learning     Open Access   (Followers: 12)
Digital Education Review     Open Access   (Followers: 7)
Edu Komputika Journal     Open Access   (Followers: 1)
Edutec : Revista Electrónica de Tecnología Educativa     Open Access  
European Journal of Open, Distance and E-Learning     Open Access   (Followers: 4)
ICT Learning     Open Access   (Followers: 4)
IEEE Transactions on Learning Technologies     Full-text available via subscription   (Followers: 12)
International Journal of Computer-Assisted Language Learning and Teaching     Full-text available via subscription   (Followers: 14)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Educational Technology     Open Access   (Followers: 10)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 26)
International Journal of Game-Based Learning     Hybrid Journal   (Followers: 17)
International Journal of Mobile and Blended Learning     Full-text available via subscription   (Followers: 25)
International Journal of Mobile Learning and Organisation     Hybrid Journal   (Followers: 16)
International Journal of Virtual and Personal Learning Environments     Full-text available via subscription   (Followers: 18)
International Journal of Web-Based Learning and Teaching Technologies     Hybrid Journal   (Followers: 20)
International Journal on Advances in ICT for Emerging Regions (ICTer)     Open Access   (Followers: 2)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 24)
International Technology and Education Journal     Open Access   (Followers: 1)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
Irish Journal of Technology Enhanced Learning     Open Access   (Followers: 2)
Journal of Computers in Education     Hybrid Journal   (Followers: 9)
Journal of Digital Learning in Teacher Education     Hybrid Journal   (Followers: 25)
Journal of Learning and Teaching in Digital Age     Open Access   (Followers: 6)
Journal of Learning for Development     Open Access   (Followers: 4)
Journal of Open, Flexible and Distance Learning     Open Access   (Followers: 29)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 16)
Journal of Teaching and Learning with Technology     Open Access   (Followers: 10)
Multicultural Education Review     Hybrid Journal   (Followers: 8)
Networks : An Online Journal for Teacher Research     Open Access   (Followers: 1)
OUSL Journal     Open Access  
Research and Practice in Technology Enhanced Learning     Open Access   (Followers: 7)
Revista Interuniversitaria de Investigación en Tecnología Educativa     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Teknodika     Open Access  
Theory and methods of e-learning     Open Access   (Followers: 11)
Similar Journals
Journal Cover
Asian Association of Open Universities Journal
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1858-3431 - ISSN (Online) 2414-6994
Published by Emerald Homepage  [360 journals]
  • Students' attitudes on the use of Zoom in higher educational
           institutes of Sri Lanka

    • Authors: Mohamed Ismail Mohamed Riyath , Uthuma Lebbe Muhammed Rijah , Aboobacker Rameez
      Abstract: There is a significant decrease in students' attendance in Zoom classes compared to traditional classes. This paper investigates the factors that affect students' attitudes, behavioral intentions and actual use of Zoom for online classes at higher educational institutions (HEIs) in Sri Lanka. This research uses the technology acceptance model (TAM) as a theoretical model. The data are collected from HEI students via an online survey form. The hypotheses between constructs in the model are tested using partial least squared–structural equation model. The analysis shows that computer self-efficacy (CSE) affects perceived usefulness (PU) and perceived ease of use (PEU), which affects attitude (ATT) and behavioral intention (BI) and actual use (AU) of Zoom in a chain reaction. Further, PEU affects PU, which, in turn, affects BI. Furthermore, the effect size of PU to BI is larger than ATT to BI. Students' attendance for Zoom classes mainly depends on CSE, PU and PEU. Therefore, HEIs should promote Zoom with interactive training before teaching online. Further, officials should revise the curriculum in schools to upsurge the CSE of students. During coronavirus-19, no research was published on students' use of Zoom for online classes in the Sri Lankan context. Moreover, the TAM model has been modified by including CSE as an external variable.
      Citation: Asian Association of Open Universities Journal
      PubDate: 2022-05-04
      DOI: 10.1108/AAOUJ-11-2021-0130
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Applying the UTAUT2 to predict the acceptance of blended learning by
           university students

    • Authors: Norman Rudhumbu
      Abstract: The study applied the Unified Theory of Technology Acceptance and Use Theory 2 (UTAUT2) to predict blended learning acceptance by students in universities in Zimbabwe. Blended learning is a heterogeneous mode of teaching and learning that combines face-to-face (F2F) and online modes. Owing to advances in technology, and recently, the advent of pandemics, such as COVID-19, the need for multimodal teaching approaches, such as blended learning, to enhance access to education in universities has become very important. A quantitative approach that used a structured questionnaire for data collection from a sample of 432 postgraduate students was used. Data validation was done using confirmatory factor analysis (CFA). The structural equation modelling technique was used for data analysis. Results showed that out of the seven factors of the UTAUT2, the factors such as performance expectancy, effort expectancy, social influences, facilitating conditions and hedonic motivation significantly and positively influenced the behavioural intentions of students in universities to accept blended learning. On the other hand, habit and price value did not significantly influence university students' behavioural intentions to accept the bended learning mode. It was further shown in the study that behavioural intentions significantly influenced the acceptance of blended learning by university students. In light of the above results, it was concluded that the UTAUT2 could be used to predict the acceptance of blended learning by university students. The main study limitation was that it was only carried out at universities that had information and communication technology (ICT) infrastructure challenges owing to the fact that the economic situation in Zimbabwe is depressed. Limited ICT infrastructure in the universities might have had some impact on the nature of behavioural intentions of students to accept blended learning as a learning mode. Further research could be carried out in countries with better economies that are able to fund ICT infrastructures of their universities and to establish whether the results of the current study could either be confirmed, disconfirmed or enriched. The paper suggests that universities need to increase investment in ICT infrastructure as well as in capacitating students with the necessary ICT skills for the effective use of institutional ICT when learning using the blended learning mode. Without adequate and appropriate ICT infrastructure as well as necessary ICT skills, students may develop low motivation levels and negative attitudes towards blended learning, which may eventually may affect their acceptance of the learning mode. There is no known study that has been conducted using the UTAUT2 to establish antecedents of behavioural intentions of students to accept blended learning in the context of Zimbabwean universities. This study therefore opens new ground on factors influencing the acceptance of blended learning in the context of Zimbabwean universities. Also, the results showed that habit and price value do not significantly contribute to the behavioural intentions of university students to accept blended learning, which is not consistent with findings of past studies. This inconsistency opens new opportunities for further studies on the conditions under which these two factors can be used to significantly contribute to the development of behavioural intentions of students to accept blended learning.
      Citation: Asian Association of Open Universities Journal
      PubDate: 2022-04-14
      DOI: 10.1108/AAOUJ-08-2021-0084
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Synchronous learning and asynchronous learning during COVID-19 pandemic: a
           case study in India

    • Authors: Cassandra Jane Fernandez , Rachana Ramesh , Anand Shankar Raja Manivannan
      Abstract: This research aims to study the students' perspectives on synchronous and asynchronous learning during the COVID-19 Pandemic. Both synchronous and asynchronous learning approaches used in online education have positive and negative outcomes. Hence, the aim is to study online education's positive and negative consequences, reflecting sync and async approaches. This research followed a mixed research approach. The key stakeholders of this research are the Indian educational institutions and students. This research collected data from the students undergoing synchronous and asynchronous learning amidst the COVID-19 Pandemic. The data were collected (N = 655) from various students taking online classes during the pandemic. A questionnaire survey was distributed to the students through online platforms to collect the data. In this research, the authors have collected data using simple random sampling, and the same has been used for data analysis using SPSS version 26. The collected data were exposed to a factor analysis using a principal component analysis technique to reduce the vast dimensions. The study findings show that synchronous learning is sometimes stressful, placing more responsibility on students mainly because of the increased screen time. At the same time, asynchronous learning allows the students to self-explore and research the topics assigned to them. Students also felt that asynchronous activities create a burden because of many written assignments to be submitted within a short period. Overall, the COVID-19 pandemic has been challenging for the students and the teachers. However, teachers have helped students to learn through digital platforms. The majority of the respondents opined that technological disruptions and death in the family circle had been significant reasons for not concentrating during online classes. However, the combination of synchronous and asynchronous learning has led to a balanced education. Higher education has undergone multiple transformations in a short period (from March 2020, 2021 and beyond). Educational institutions underwent a rapid transition in remote teaching and learning in the initial stages. As time progressed, educational institutions did course navigation where they relooked into their course plans, syllabus and brought a structural change to match the pandemic requirements. Meanwhile, educational institutions slowly equipped themselves with infrastructure facilities to bring academic integrity. At present, educational institutions are ready to face the new normality without disrupting services to society. Educational institutions create intellectual capital, which is important for the development of the economy. In the light of COVID-19, there are new methods and approaches newly introduced or old methods and approaches, which are reimplemented, and these approaches always work for the benefit of the student community. The authors collected data during the COVID-19 pandemic; it helped capture the students' experience about synchronous and asynchronous learning. Students and faculty members are newly exposed to synchronous and asynchronous learning, and hence, it is essential to determine the outcome that will help many stakeholders.
      Citation: Asian Association of Open Universities Journal
      PubDate: 2022-02-25
      DOI: 10.1108/AAOUJ-02-2021-0027
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • The role of extra-curricular activities in increasing student engagement

    • Authors: Saba Munir , Muhammad Zaheer
      Abstract: The first objective of this study is to review the mechanism of conducting extra-curricular activities (ECAs) in the open and distance learning (ODL) setting. To achieve this objective, the procedure of ECAs at the Virtual University of Pakistan has been studied. The second objective of this study is to find the impact of ECAs on student engagement. This is a cross-sectional quantitative study. The questionnaire has been used to collect the data. The purposive sampling technique has been used, while this study's sample size is 970. An independent sample t-test has been used to find the difference between the groups. This study shows a significant difference between the engagement levels of students who have been part of any ECA at university compared to the students who never participated in any ECA. The results have been derived from the data gathered from one university only that might hinder the generalizability of the findings. The same study can be conducted in other ODL institutions to authenticate the findings. This study will help in realizing the policymakers of ODL about the importance of ECCAs. This study has also discussed an existing system of conducting ECCAs in an ODL setting that can be generalized and implemented across all the ODL universities to enhance student engagement. This study has highlighted the importance of ECAs in ODL institutions that have been neglected since forever. This study is novel because it has highlighted the importance of social interaction of students in ODL and its relation with student engagement that has not been highlighted by any study so far.
      Citation: Asian Association of Open Universities Journal
      PubDate: 2021-11-23
      DOI: 10.1108/AAOUJ-08-2021-0080
      Issue No: Vol. 16 , No. 3 (2021)
       
  • Trialling micro-learning design to increase engagement in online courses

    • Authors: Chris Kossen , Chia-Yi Ooi
      Abstract: This paper reports on how micro-learning design principles are being trialled in an Australian and a Malaysian university to make online courses more accessible and attractive, and a more positive experience, with the aim of increasing student success. Central to this approach is segmenting materials into “bite-size” instalments by way of short micro-lecture presentations and reducing other content. The aim of this “less is more” strategy is to reduce unnecessary cognitive load as an impediment to learning so that focus can shift to prioritising the most essential skills and content. The purpose of this trial is to explore the efficacy of micro-learning as a means for increasing student engagement and learning. The trials involved a mixed mode methodology drawing on qualitative and ratings data from course satisfaction surveys and records on grades and completion. To date, results have shown significant increases in student engagement and satisfaction, and also performance. Our application of micro-learning included reducing volume of content based on its practical value, use of novelty (e.g. infusing guest presenter input) and design of practical and collaborative student activities. Early results are encouraging regarding apparent utility for engaging learners and ease of application, i.e. implementability and transference potential. However, the rapidly expanding area of online learning requires further research to establish a well-validated evidence base for effective online teaching practices. The findings are relevant to universities involved in online and blended learning. Micro-learning design methods show promise in being able to address major engagement barriers including cognitive overload. More students are struggling with learning in today's social environment brought about with the massification of higher education. Micro-learning seeks to address major barriers these learners face with methods that go beyond traditional teaching practices. Findings here are encouraging and contribute to existing understanding on ways to increase learner engagement in the competitive and fast-growing area of online learning for universities globally.
      Citation: Asian Association of Open Universities Journal
      PubDate: 2021-11-22
      DOI: 10.1108/AAOUJ-09-2021-0107
      Issue No: Vol. 16 , No. 3 (2021)
       
  • Going virtual with practical chemistry amidst the COVID-19 pandemic
           lockdown: significance, constraints and implications for future

    • Authors: Lahiru A. Wijenayaka , Sithy S. Iqbal
      Abstract: Although technology is a defining characteristic of distance education, assessment of the applicability of such resources in knowledge dissemination is greatly warranted to ensure effectivity. Hence, the purpose of this study was to assess the viability of a novel tool in teaching practical chemistry online. Here, a resource named “virtual chemistry lab space” (VCLS), which allowed the learners to virtually engage in practical activities, was administered among learners enrolled in a practical chemistry course at the Open University of Sri Lanka and feedback was collected to ascertain the learner perception on the resource. In total, 76% of respondents indicated familiarity with the VCLS, while 59% indicated that they were interested in engaging in activities provided through this resource during the pandemic lockdown. Also, 70% indicated that the VCLS was helpful to understand the course content during the pandemic period, while 82% indicated that they are likely to use it in the future. The prevalent problems related to using the VCLS were lack of Internet access, physical interactions and time. However, the overall opinion on the VCLS was notably positive, while a majority indicated that flexibility to the learners, access to learning resources and use of technology in education will improve due to the use of this novel tool. Online course delivery has been greatly restricted to areas of education where distant delivery could be easily adopted while it is seldom found in areas such as practical chemistry. Hence, the study indicates novelty and notable originality within the ODL system.
      Citation: Asian Association of Open Universities Journal
      PubDate: 2021-11-19
      DOI: 10.1108/AAOUJ-09-2021-0102
      Issue No: Vol. 16 , No. 3 (2021)
       
  • Mental health of undergraduate distance learners: a cross-sectional study

    • Authors: Gayani P. Gamage , H.M.Chulani J. Herath
      Abstract: Mental health is as important as physical health and new university entrants report high prevalence of depression. In open and distance learning (ODL), students must manage both work and studies. Those who are unable to effectively balance these aspects may experience negative outcomes such as dropping out, distress and physical health problems. Therefore, the study aims to investigate psychological distress amongst distance-learning undergraduate students to gather evidence for recommending necessary interventions. A cross-sectional study was conducted using depression, anxiety, stress scale (DASS-21). Participants were undergraduate students from the Open University of Sri Lanka (OUSL). The students' socio-demographic details, history of physical and mental illnesses were also recorded. According to scoring, 51% of the sample was categorised as “psychologically distressed” relating to the anxiety levels they reported whilst depression (35%) and stress remained (20%) at low levels. The three-factor structure of DASS-21 was also confirmed with reliability scores of 0.8 obtained for all three sub-scales. The limitations were low-response rate (less than 50%) and inability to provide causal explanations for psychological distress. Further research could address these. The current research identified anxiety as a psychologically distressing factor for ODL students with the use of a reliable screening tool. Therefore, exploring reasons and interventions to help reduce anxiety could be developed. Majority of distance learners are contributing to a country's economy whilst learning to improve their current socio-economic status. Therefore, addressing these negative impacts is important. The study explored ODL students' psychological distress and highlighted the need to identify causes and development of support systems to enhance mental well-being.
      Citation: Asian Association of Open Universities Journal
      PubDate: 2021-11-18
      DOI: 10.1108/AAOUJ-08-2021-0097
      Issue No: Vol. 16 , No. 3 (2021)
       
  • Practices of poverty alleviation by open and distance education: a case
           report from the Open University of China

    • Authors: Chuanjin Ju , Songyan Hou , Dandan Shao , Zhijun Zhang , Zhangli Yu
      Abstract: The purpose of this report is to demonstrate open and distance education (ODE) can support poverty alleviation. Taking the practices of the Open University of China (the OUC) as an example, this paper aims to reveal how open universities make contributions to local residents in rural and remote areas. Focusing on 25 poverty-stricken counties, the OUC had invested 58 million RMB to its learning centers in these counties from 2017 to 2020. The first one is to improve ICT and educational facilities in these learning centers. The second approach is to cultivate local residents with degree programs through ODE so as to promote local economic development. The third one is to design and develop training programs according to local context to meet the specific needs of local villagers. After 3 years working, cloud-based classrooms and computer rooms have been set up. Bookstores have been founded and printed books have been donated. Hundreds of thousands of digital micro lectures have been supplied to these learning centers which have been improved and fully played their functions. Nearly 50,000 local residents have been directly benefited. Village leaders have helped lift local residents out of poverty. Poverty-stricken villagers have been financed to study on either undergraduate or diploma programs. Local residents have improved their skills by learning with the training programs offered by the OUC. ODE is proved to be an effective way to eradicate poverty. Open universities are proved to be able to make contributions to social justice. By fulfilling its commitments to eliminate poverty within the national strategy framework, the OUC has built its brand nationwide.
      Citation: Asian Association of Open Universities Journal
      PubDate: 2021-11-17
      DOI: 10.1108/AAOUJ-09-2021-0110
      Issue No: Vol. 16 , No. 3 (2021)
       
  • School teachers’ perception and challenges towards online teaching
           during COVID-19 pandemic in India: an econometric analysis

    • Authors: Tuba Kamal , Asheref Illiyan
      Abstract: Coronavirus disease 2019 (COVID-19) outbreak has impacted catastrophically every sector of the economy throughout the world. And, the education sector is not leftover from the devastating effects of lockdown, especially in South Asia. It has led to the prolonged closure of schools/universities, subsequently, traditional teaching expeditiously transformed into online teaching. In the light of the events, this study is pertinent to examine teachers’ perceptions of online teaching and the obstacles they face in online teaching during this pandemic. The research takes a quantitative and sample survey approach. A Google Form Questionnaire was used to obtain a sample of 200 Delhi school teachers in March and April 2021. Data were analyzed in SPSS by using Descriptive Statistics, Factor Analysis, Reliability and Chi-Square test, etc. The result of the study indicates that on average, teachers have a positive perception about virtual teaching amid COVID-19 for reducing the learning gap and shaping pupils’ future during the crisis. Nevertheless, they encountered several obstacles in online teaching such as technical obstacles, difficulties in online exams and assessment, etc. The findings of this study would persuade educational institutions and policymakers for enhancing the quality of online teaching by embracing the newest instructional strategies and providing continuous training to teachers. Several studies described obstacles confronted by instructors in virtual teaching in higher education during the Coronavirus while disregarding the perception and challenges of school teachers toward e-learning in an ongoing outbreak. The present study replenishes this gap.
      Citation: Asian Association of Open Universities Journal
      PubDate: 2021-11-16
      DOI: 10.1108/AAOUJ-10-2021-0122
      Issue No: Vol. 16 , No. 3 (2021)
       
  • Effectiveness of customer social participation for academic purposes: a
           case of informal WhatsApp groups

    • Authors: A.A.I. Lakmali , Nalin Abeysekera , D.A.C. Suranga Silva
      Abstract: Customer social participation (CSP) is a new phenomenon that has emerged with the evolution of social media. Current literature designates customer participation in social media as “CSP”. Although CSP has been investigated in the online brand community context in social media, it has been little investigated in the context of student customers using WhatsApp – a highly trending social media platform among learners. Thus, this study aims to investigate the effectiveness of CSP in informal WhatsApp groups for academic purposes among undergraduate students of management studies. The study adopted a single cross-sectional survey design. A structured online questionnaire was employed. Using convenience sampling technique, data were collected from 170 undergraduates of the Bachelor of Management Studies programme at the Open University of Sri Lanka. The results revealed significant positive effects of functional, social and hedonic benefits with CSP. Meanwhile, the relationship between psychological benefits and CSP was insignificant. Furthermore, there is no influence of age and level of study on CSP among the learners in informal WhatsApp groups. Moreover, at present, the level of CSP in WhatsApp for academic purposes among students is moderate. The role of the student as the customer and student behaviour in informal WhatsApp groups established for academic purposes have been little investigated in the field of open and distance education services. In this context, this study empirically validated the model of participation benefits and CSP in WhatsApp groups informally established for academic purposes.
      Citation: Asian Association of Open Universities Journal
      PubDate: 2021-11-16
      DOI: 10.1108/AAOUJ-08-2021-0093
      Issue No: Vol. 16 , No. 3 (2021)
       
  • Asian Association of Open Universities Journal

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