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Download full textWang, Kai – International Review of Research in Open and Distributed Learning, 2023
This study incorporated the technology acceptance model (TAM) and theory of planned behavior (TPB) to interpret students' perception of MOOCs. This study was based on a survey questionnaire; all 525 respondents were undergraduates in China. A five-point Likert scale was used to collect data in order to measure relationships among the constructs of…
Descriptors: Foreign Countries, Undergraduate Students, MOOCs, Intention
Lemay, David John; Doleck, Tenzin; Brinton, Christopher G. – International Review of Research in Open and Distributed Learning, 2022
Online discussion research has mainly been conducted using case methods. This article proposes a method for comparative analysis based on network metrics such as information entropy and global network efficiency as more holistic measures characterizing social learning group dynamics. We applied social learning optimization analysis of networks…
Descriptors: Socialization, Social Networks, Network Analysis, Computer Mediated Communication
Aakash Kamble; Nitin Upadhyay; Nayna Abhang – International Review of Research in Open and Distributed Learning, 2024
Massive open online courses (MOOCs) have gained popularity among sales professionals who use them for self-directed learning and upskilling. However, research related to their intentions to continue learning is scarce. Drawing from the social cognition theory, this research aimed to address this gap by investigating the role of task-technology…
Descriptors: MOOCs, Sales Occupations, Salesmanship, Independent Study
Dennis, Jeremy – International Review of Research in Open and Distributed Learning, 2020
As technological advancements and online education transform higher education, the achievement gap among students is widening rather than closing. Critics suggest that we need to reassess the promises of online education and the connectivism or network learning that is sometimes employed as its pedagogical underpinning. As scholars and…
Descriptors: Electronic Learning, Language Role, Higher Education, Learning Theories
Zhenchenko, Maryna; Melnyk, Oksana; Prykhoda, Yaroslava; Zhenchenko, Igor – International Review of Research in Open and Distributed Learning, 2022
This article defines 27 criteria for evaluating the functionality of e-learning platforms, grouped into three macro groups: (a) learning management, (b) learning content management, and (c) communications and collaboration tools. The proposed criteria can be used to evaluate any e-learning platform's functionality. They allow teachers and…
Descriptors: Foreign Countries, Electronic Learning, Integrated Learning Systems, Program Evaluation
Seyfullah Gökoglu; Fatma Gizem Karaoglan Yilmaz; Ramazan Yilmaz – International Review of Research in Open and Distributed Learning, 2024
This study explored the complex dynamics of student engagement, community of inquiry, and transactional distance in online learning environments. The study analyzed 1,281 participants' responses to identify the factors contributing to online learning outcomes. The research highlighted the crucial role that transactional distance and community of…
Descriptors: Learner Engagement, Inquiry, Online Courses, Electronic Learning
Yang, Hongwei; Su, Jian; Bradley, Kelly D. – International Review of Research in Open and Distributed Learning, 2020
With the rapid growth of online learning and the increased attention paid to student attrition in online programs, much research has been aimed at studying the effectiveness of online education to improve students' online learning experience and student retention. Utilizing the online learning literature as a multi-faceted theoretical framework,…
Descriptors: Item Response Theory, Online Courses, Electronic Learning, Graduate Students
Zawacki-Richter, Olaf; Conrad, Dianne; Bozkurt, Aras; Aydin, Cengiz Hakan; Bedenlier, Svenja; Jung, Insung; Stöter, Joachim; Veletsianos, George; Blaschke, Lisa Marie; Bond, Melissa; Broens, Andrea; Bruhn, Elisa; Dolch, Carina; Kalz, Marco; Kerres, Michael; Kondakci, Yasar; Marin, Victoria; Mayrberger, Kerstin; Müskens, Wolfgang; Naidu, Som; Qayyum, Adnan; Roberts, Jennifer; Sangrà, Albert; Loglo, Frank Senyo; van Tryon, Patricia J. Slagter; Xiao, Junhong – International Review of Research in Open and Distributed Learning, 2020
This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs,…
Descriptors: Open Education, Distance Education, Open Educational Resources, Online Courses
Handoko, Erwin; Gronseth, Susie L.; McNeil, Sara G.; Bonk, Curtis J.; Robin, Bernard R. – International Review of Research in Open and Distributed Learning, 2019
Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance selfmonitoring. Understanding which SRL…
Descriptors: Goal Orientation, Educational Objectives, Online Courses, Large Group Instruction
Gómez-Ramirez, Isabel; Valencia-Arias, Alejandro; Duque, Laura – International Review of Research in Open and Distributed Learning, 2019
A growing number of higher education institutions have adopted tools to promote mobile learning. However, studies into the driving factors of its adoption are insufficient. This article identifies the aspects that have an effect on the adoption of mobile learning (m-learning) among university students. The theory of planned behavior (TPB) and…
Descriptors: Undergraduate Students, Foreign Countries, Electronic Learning, Computer Attitudes
Smothers, Moriah; Colson, Tori; Keown, Stacey – International Review of Research in Open and Distributed Learning, 2020
A causal-comparative research design was used to examine the influence of course delivery (face-to-face flipped or asynchronous online) on participants' self-efficacy beliefs toward teaching in an inclusive classroom. The following research questions were used to guide the study: (a) Is there a relationship between completing an introduction of…
Descriptors: Grounded Theory, Teaching Methods, Blended Learning, Online Courses
AlDahdouh, Alaa A. – International Review of Research in Open and Distributed Learning, 2020
Emotion has long been a question of great interest in a wide range of fields. As a general rule, emotions are categorized as positive, which we seek, and negative, from which we turn away. However, empirically-backed connectivists claim that even negative emotions produce positive effects on student performance. What is less clear is how this…
Descriptors: Emotional Response, Learning Theories, Social Networks, Student Behavior
Khan, Natalie – International Review of Research in Open and Distributed Learning, 2017
Higher education institutions operate in a complex environment that includes influence from external factors, new technologies for teaching and learning, globalization, and changing student demographics to name a few. Maneuvering such complexity and change requires a leadership strategy that is flexible and supportive. This paper reviews two…
Descriptors: Higher Education, Comparative Analysis, Leadership Styles, Social Theories
Pilkington, Colin – International Review of Research in Open and Distributed Learning, 2018
The central role of motivation to learn in distance education has been noted, and gamification has been proposed as one approach to promote student motivation. This study explores promoting motivation in a distance education, third-year computer programming course via a gamified approach to improve coursework participation and student experience.…
Descriptors: Student Motivation, Distance Education, Programming, Behavior Change
Stracke, Christian M. – International Review of Research in Open and Distributed Learning, 2019
This article discusses the need to innovate education due to global changes to keep its status as a human right and public good and introduces Open Education as a theory to fulfil these requirements. A systematic literature review confirms the hypothesis that a holistic quality framework for Open Education does not exist. For its development, a…
Descriptors: Educational Quality, Instructional Design, Open Education, Role of Education
