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Download full textDridi, Mohamed Aziz; Radhakrishnan, Dhinesh; Moser-Mercer, Barbara; DeBoer, Jennifer – International Review of Research in Open and Distributed Learning, 2020
In this paper, we studied the implementation of a course on global history as a blended section of a massive open online course (MOOC) and the learning challenges faced by the students in three crisis contexts: Azraq refugee camp (Jordan), Kakuma refugee camp (Kenya), and Amman urban refugee center (Jordan). The results showed that poor Internet…
Descriptors: Blended Learning, Teaching Methods, Barriers, Refugees
Yunze He; Meiyou Ding; Min Liu; Leyang Wu; Zheyuan Liu; Haiyan Guo; Hongjin Wang – International Review of Research in Open and Distributed Learning, 2024
Sensing and Detection Technology is a core course in engineering specialties. Traditional sensor teaching methods have obvious deficiencies in cultivating students' ability. To better foster students' comprehensive qualities, this study explored a 4D1P (Four Dimensions and One Penetration) teaching mode. We independently developed an industrial…
Descriptors: Engineering Education, Engineering Technology, Teaching Methods, Student Centered Learning
Colley, Paige; Schouten, Karen; Chabot, Nicole; Downs, Matthew; Anstey, Lauren; Moulin, Marc S.; Martin, Ruth E. – International Review of Research in Open and Distributed Learning, 2019
Approximately one in 10 employed Canadians worked in health care and social services in 2016. Health professionals perceive life-long learning as an important element of professional life and value flexibility in their continuing education activities. Online learning is ideally suited to meet this need for flexible health sciences continuing…
Descriptors: Electronic Learning, Health Sciences, Graduate Study, Foreign Countries
Griffith, John C.; Faulconer, Emily K.; McMasters, Bobby L. – International Review of Research in Open and Distributed Learning, 2021
Faculty have conducted many studies on the relationship between learning mode and student performance but few researchers have evaluated final grades, grade distribution, and pass rates in a sophomore introductory statistics course with a non-traditional student population who self-selected the learning mode from among different course sections.…
Descriptors: Performance Factors, Correlation, Undergraduate Students, Nontraditional Students
Affouneh, Saida; Wimpenny, Katherine; Ghodieh, Ahmed Ra'fat; Alsaud, Loay Abu; Obaid, Arij Abu – International Review of Research in Open and Distributed Learning, 2018
This paper will share Discover Palestine, an interdisciplinary Massive Online Open Course (MOOC) and the first MOOC to be created in Palestine, by the E-Learning Centre, Faculty from the Department of Geography, and Department of Tourism and Archaeology from An-Najah National University in Palestine. The paper traces the process of development of…
Descriptors: Foreign Countries, Online Courses, Large Group Instruction, Interdisciplinary Approach
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
Guàrdia, Lourdes; Clougher, Derek; Anderson, Terry; Maina, Marcelo – International Review of Research in Open and Distributed Learning, 2021
The recent unexpected impact of the global pandemic on higher education has caused universities, governments, students, and teachers to reexamine all components of existing systems, including how to become more effective and efficient in using technologies for education. We have seen that moving classes online--either blended or fully online--can…
Descriptors: Educational Change, Higher Education, COVID-19, Pandemics
Xavier, Marlon; Meneses, Julio – International Review of Research in Open and Distributed Learning, 2021
Flexibility is typical of open universities and their e-learning designs. While this constitutes their main attraction, promising learners will be able to study "anytime, anyplace," this also demands more self-regulation and engagement, a cause for student dropout. This case study explores professors' experiences of flexibility in…
Descriptors: Foreign Countries, Open Universities, Dropouts, Instructional Design
Anders, Abram – International Review of Research in Open and Distributed Learning, 2015
Initial studies of learning in massive open online courses (MOOCs) primarily focused on participation patterns and participant experiences. More recently, research has addressed learning theories and offered case studies of different pedagogical designs for MOOCs. Based on a meta-analysis and synthesis of the research literature, this study…
Descriptors: Online Courses, Technology Uses in Education, Instructional Design, Large Group Instruction
Veletsianos, George; VanLeeuwen, Charlene A.; Belikov, Olga; Johnson, Nicole – International Review of Research in Open and Distributed Learning, 2021
Digital education refers to in-person, blended, and fully online learning efforts, as well as attempts to capture a wide range of teaching and learning contexts which make use of digital technology. While digital education is pervasive in Canada, pan-Canadian data on digital education are relatively scarce. The Canadian Digital Learning Research…
Descriptors: Foreign Countries, Educational Technology, Technology Uses in Education, Online Courses
Harrison, David J. – International Review of Research in Open and Distributed Learning, 2015
Online educational videos disseminated content for a university pre-service teacher internship program. Placed within an online course management system, the videos were accessed by 202 interns located in several Western U.S. states. To ascertain the interns' subjective experiences of the online course and videos to assist in the evaluation of the…
Descriptors: Educational Technology, Video Technology, Internet, Electronic Learning
Guri-Rosenblit, Sarah – International Review of Research in Open and Distributed Learning, 2019
This article examines the innovative past of the large-scale, single-mode open universities that follow the model of the UK Open University (UKOU), analyzes the main challenges which they are currently facing in the digital era, and concludes with highlighting leading prospects for their future operation. The establishment of the UKOU in 1969…
Descriptors: Open Universities, Educational History, Educational Trends, Distance Education
Israel, Maria Joseph – International Review of Research in Open and Distributed Learning, 2015
The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, teachers, colleges, and universities have attempted to utilize MOOCs in blended format in traditional classroom settings. This…
Descriptors: Online Courses, Blended Learning, Outcomes of Education, Higher Education
Laaser, Wolfram; Toloza, Eduardo A. – International Review of Research in Open and Distributed Learning, 2017
The article argues that the ongoing usage of audio visual media is falling behind in terms of educational quality compared to prior achievements in the history of distance education. After reviewing some important steps and experiences of audio visual digital media development, we analyse predominant presentation formats on the Web. Special focus…
Descriptors: Video Technology, Educational Technology, Technology Uses in Education, Higher Education
Raspopovic, Miroslava; Cvetanovic, Svetlana; Medan, Ivana; Ljubojevic, Danijela – International Review of Research in Open and Distributed Learning, 2017
The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional…
Descriptors: Educational Technology, Technology Uses in Education, Cooperative Learning, Socialization
