Virtual School Meanderings

December 15, 2014

Article Notice – Developing Open Education Literacies With Practicing K-12 Teachers

This one was in that same notice, and I figured it might also be of interest to some…

Royce M Kimmons

International Review of Research in Open and Distance Learning – Vol 15, No 6 (2014)

Abstract

This study seeks to understand how to use formal learning activities to effectively support the development of open education literacies among K-12 teachers. Considering pre- and post-surveys from K-12 teachers (n = 80) who participated in a three-day institute, this study considers whether participants entered institutes with false confidence or misconceptions related to open education, whether participant knowledge grew as a result of participation, whether takeaways matched expectations, whether time teaching (i.e., teacher veterancy) impacted participant data, and what specific evaluation items influenced participants’ overall evaluations of the institutes. Results indicated that 1) participants entered the institutes with misconceptions or false confidence in several areas (e.g., copyright, fair use), 2) the institute was effective for helping to improve participant knowledge in open education areas, 3) takeaways did not match expectations, 4) time teaching did not influence participant evaluations, expectations, or knowledge, and 5) three specific evaluation items significantly influenced overall evaluations of the institute: learning activities, instructor, and website / online resources. Researchers conclude that this type of approach is valuable for improving K-12 teacher open education literacies, that various misconceptions must be overcome to support large-scale development of open education literacies in K-12, and that open education advocates should recognize that all teachers, irrespective of time teaching, want to innovate, utilize open resources, and share in an open manner.

Keywords

open education, K-12, literacy development, professional development

Full Text:

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Article Notice – The Influence Of Personality And Chronotype On Distance Learning Willingness And Anxiety Among Vocational High School Students In Turkey

This recently published article was recently brought to my attention…

Christoph Randler, Mehmet Barış Horzum, Christian Vollmer

International Review of Research in Open and Distance Learning – Vol 15, No 6 (2014)

Abstract

There are many studies related to distance learning. Willingness and anxiety are important variables for distance learning. Recent research has shown that anxiety and willingness towards distance learning are moderated by personality. This study sought to investigate whether distance learning willingness and distance learning anxiety are associated with age, gender, occupation, chronotype and personality in a Turkish vocational high school students sample. Two measures of individual differences were implemented: chronotype (morningness/eveningness preference) and BIG-5 dimensions (agreeableness, conscientiousness, extraversion, neuroticism, and openness). Seven hundred and sixty-nine vocational high school students from Turkey filled out a self-administered questionnaire. Evening types, older, and female students had higher distance learning willingness scores than morning types, younger, and male students. No significant difference was found between chronotype groups with respect to distance learning anxiety. Furthermore, extraverted students reported a lower distance learning anxiety. Openness to experience was associated with high distance learning willingness. We conclude that evening types may benefit from distance learning more than other types.

Keywords

personality; morningness-eveningness; distance learning; willingness; anxiety

Full Text:

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December 8, 2014

[Eurodl] New articles in EURODL – December 2014

An item from over the weekend…

Fresh Articles – December 2014

Dear EURODL subscriber,

We kindly inform you that new articles have been accepted for publication, since September 2014. Please, visit them at the journal’s website.

In case you like these and previous articles, feel free to recommend them for reading to your colleagues on your social networking account by clicking at the “Share” button above the article’s title.

We are pleased to announce EDEN’s 2015 Annual Conference “Expanding Learning Scenarios – Opening Out the Educational Landscape”, that will be held in Barcelona, 9-12 June, organised in co-operation with Universitat Oberta de Catalunya – UOC. The conference will focus on: “How the progressive and innovative academic and professional international community can contribute to the better understanding of the expansion of the educational landscape?”.

The Call for Contribution is now open, for details please, visit the conference website.

Feel free to contact us in case you have any inquiries.

If you would like to be removed from our mailing list, follow the link on the bottom of this letter.

EURODL – European Journal of Open, Distance and E-learning
E-mail: secretariat@eurodl.org
Web: http://www.eurodl.org


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Eurodl mailing list
Eurodl@eurodl.org

September 24, 2014

[Eurodl] New Articles In EURODL – September 2014

No specific K-12 articles, but potentially some useful topics…

Fresh Articles – September 2014

Dear EURODL subscriber,

We kindly inform you that new articles have been accepted for publication, since June 2014. Please, visit them at the journal’s website.

In case you like these and previous articles, feel free to recommend them for reading to your colleagues on your social networking account by clicking at the “Share” button above the article’s title.

The registration for the EDEN Eighth Research Workshop – EDEN RW8, 2728 October 2014, Oxford is now open.

The Workshop titled “Challenges for Research into Open and Distance Learning – Doing Things Better – Doing Better Things”, organised in co-operation with The Open University, UK will focus on the researchers and what they can learn from and with their peers in a real workshop format featuring small groups for deep dialogues, ‘research-speed-dating’ sessions, “Homegroup discussions” and “Fishbowl” conversation.

We are delighted to announce that over 70 proposals from 28 countries have been received for the event.

Please consult the Programme structure including the Oxford Debate, the Keynote speakers and the Social Events to learn the details.

Feel free to contact us in case you have any inquiries.

If you would like to be removed from our mailing list, follow the link on the bottom of this letter.

EURODL – European Journal of Open, Distance and E-learning
E-mail: secretariat@eurodl.org
Web: http://www.eurodl.org


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July 11, 2014

A New IRRODL Issue – 15(3)

Also from Wednesday’s inbox…

IRRODL Issue 15(3)
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International Review of Research in Open and Distance Learning
Dear readers and colleagues,

Brigette, Rory, and I are pleased to present this latest issue of IRRODL, 15(3), for your reading pleasure.  Visit www.irrodl.org or click on the article titles listed below.

Best wishes,
Dianne

Vol 15, No 3 (2014)

Table of Contents

Editorial

Editorial: Volume 15, Number 3 HTML PDF MP3 EPUB
Dianne Conrad

Research Articles

Success factors for e-learning in a developing country: A case study of Serbia HTML PDF MP3 EPUB
Miroslava Raspopovic, Aleksandar Jankulovic, Jovana Runic, Vanja Lucic
Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case of international students in the US HTML PDF MP3 EPUB
Gulnara Sadykova
Ghosts, stars, and learning online: Analysis of interaction patterns in student online discussions HTML PDF MP3 EPUB
Debbie Samuels-Peretz
University faculty’s perspectives on the roles of e-instructors and their online instruction practice HTML PDF MP3 EPUB
Chiungsui Chang, Hun-Yi Shen, Zhi-Feng Liu
First steps towards a university social network on personal learning environments HTML PDF MP3 EPUB
Veronica Marin Diaz, Ana Isabel Vazquez Martinez, Karen Josephine McMullin
Factors driving learner success in online professional development HTML PDF MP3 EPUB
Phu Vu, Vien Cao, Lan Vu, Jude Cepero
Exploring the moderating role of perceived flexibility advantages in mobile learning continuance intention (MLCI) HTML PDF MP3 EPUB
Rui-Ting Huang, Chia-Hua Hsiao, Tzy-Wen Tang, Tsung-Cheng Lien
Coping with the challenges of open online education in Chinese societies in the mobile era: NTHU OCW as a case study HTML PDF MP3 EPUB
Shelley Shwu-Ching Young, Hui-Chun Hung
Telecommuting academics within an open distance education environment of South Africa: More content, productive, and healthy? HTML PDF MP3 EPUB
Deon Harold Tustin
Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions HTML PDF MP3 EPUB
Bethany Alden Alden Rivers, John T. E. Richardson, Linda Price
Examining the impact of video feedback on instructor social presence in blended courses HTML PDF MP3 EPUB
Jered Borup, Richard E. West, Rebecca Thomas, Charles R. Graham
Global transition in higher education: From the traditional model of learning to a new socially mediated model HTML PDF MP3 EPUB
Blessing Mbatha
Using supplementary video in multimedia instruction as a teaching tool to increase efficiency of learning and quality of experience HTML PDF MP3 EPUB
Milos Ljubojevic, Vojkan Vaskovic, Srecko Stankovic, Jelena Vaskovic
Exploring the impact of role-playing on peer feedback in an online case-based learning activity HTML PDF MP3 EPUB
Yu-Hui Ching

Technical Notes

Peer assessment for massive open online courses (MOOCs) HTML PDF MP3 EPUB
Hoi K. Suen

Leadership in Open and Distance Learning Notes

Leadership Notes editorial: Distributed leadership for distributed learning HTML PDF MP3 EPUB
Marti Cleveland-Innes
Leadership strategies in mobile English as a Second Language training HTML PDF MP3 EPUB
Djenana Jalovcic, Linda McCloud-Bondoc, Anthony Ralston
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