[JOFDL] New notification from Journal of Open, Flexible and Distance Learning

A new issue alert that may be of interest.

You have a new notification from Journal of Open, Flexible and Distance Learning:

An issue has been published.

Link: https://www.jofdl.nz/index.php/JOFDL/issue/current

Alison Fields

The table of contents read:

Vol. 27 No. 1 (2023): Journal of Open, Flexible and Distance Learning

General Issue

Published: 2023-09-17

Editorial

• The Continued Importance of Open Educational Resources (OER)

  Simon Paul Atkinson, Alison Fields

  1-4

Invited Articles

• OER-based Online Micro-coursesSupporting UNESCO Strategic Development Goal 4: Education for All

  Rory McGreal, Wayne Mackintosh, Dave Lane

  5-13

Articles – Primary studies

• Modeling of Distance Learners’ Retention Using Mixed-Model on Non-Proportional Hazard

  Dewi Juliah Ratnaningsih

  14-26

• Adult Students’ Perceptions of a Synchronous Distance Education Teacher Training Programme Using Microsoft Teams

  Anna Marina Sarma, Pinelopi Gkila, Stephanos Armakolas

  27-41

Articles – Descriptive pieces

• Transforming Learning Support in ODFL: The LESS model

  Lynnette Patricia Brice, Alison Harrison, Alan Cadwallader

  42-53

• Raising Learner Satisfaction in Online Computer Programming and Information Technology Courses: One Instructor’s Five Successful Strategies

  Ryan Rucker, EdD, MLIS, MBA

  54-63

[JOFDL] Call for Articles in the fields of Open, Flexible and Distance Learning

Note this call for articles from an open access journal that has regularly published articles related to K-12 distance, online, and/or blended learning.

Call for Articles in the fields of Open, Flexible and Distance Learning

Journal of Open, Flexible and Distance Learning is an international journal published in New Zealand with its eyes outward to international policy and practice in open, flexible and distance learning fields. The Journal invites scholarly submissions.

All articles received must be original and unpublished, well contextualised, highlight transferable knowledge, have a strong conceptual base, and be well-grounded in relevant education literature. Strict adherence to APA7 is required.

Please forward this notice to your networks.

 

Visit our website to read the full announcement.

Article Notice – An Initial Assessment of Soft Skills Integration in Emergency Remote Learning During the COVID-19 Pandemic: A Learners’ Perspective

Late last week I posted a notice about a new issue of the Journal of Open, Flexible and Distance Learning (JOFDL), and this week I wanted to highlight three of those articles that appear to have a more K-12 focus.  The third…

An Initial Assessment of Soft Skills Integration in Emergency Remote Learning During the COVID-19 Pandemic: A Learners’ Perspective

A Learners Perspective

Authors

• Leomar Miano Southern Luzon State University https://orcid.org/0000-0002-9307-2155

Keywords:

Soft Skills, Integration, Emergency Remote Learning, Learners

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.

Author Biography

Leomar Miano, Southern Luzon State University

Dr. Leomar C. Miano is currently the head of the Gender and Development Office and the Director of the Office of Extension Service, an Internal Quality Auditor, and an Assistant Professor of the College of Business, Administration, Hospitality, and Accountancy at Southern Luzon State University in Lucban, Quezon. She graduated from Adventist University of the Philippines with a Doctor of Philosophy in Commerce and a major in Business Management. Her interests include teaching, research, and extension
services. She has presented her research in local and international forums, and is published in an international and university-based journal. She also serves the community by providing technical expertise through extension activities funded by the university and LGU.

Article Notice – Supporting English Language Development of English Language Learners in Virtual Kindergarten: A Parents’ Perspective

Late last week I posted a notice about a new issue of the Journal of Open, Flexible and Distance Learning (JOFDL), and this week I wanted to highlight three of those articles that appear to have a more K-12 focus.  The second…

Supporting English Language Development of English Language Learners in Virtual Kindergarten: A Parents’ Perspective

Authors

• Sara Shahbazi University of Windsor https://orcid.org/0000-0003-2126-4112
• Geri Salinitri University of Windsor

Keywords:

virtual kindergarten, online learning, ESL, English Language Learner

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.

Author Biographies

Sara Shahbazi, University of Windsor

Dr. Sara Shahbazi is an instructor in the University of Windsor’s Faculty of Education. She is a former
kindergarten teacher and current administrative leader at the elementary level. Her research scope includes
early years (kindergarten) and multilingual learners in the elementary and secondary system.

Geri Salinitri, University of Windsor

Dr. Geri Salinitri is a Professor Emeritus at the University of Windsor. She was the former Associate Dean
of the Faculty of Education and has a 40-year career as an educator, with 22 years as a teacher educator.
Her research interests include mentoring, in-risk youth, NTIP, and ELL. She is the Editor of the Handbook
of research on leadership experience for academic direction: Program for student success, published by
IGI Knowledge Networks.

Article Notice – Parents’ Experience with Remote Learning during COVID-19 Lockdown in Zimbabwe

Late last week I posted a notice about a new issue of the Journal of Open, Flexible and Distance Learning (JOFDL), and this week I wanted to highlight three of those articles that appear to have a more K-12 focus.  The first…

Parents’ Experience with Remote Learning during COVID-19 Lockdown in Zimbabwe

Authors

• Lockias Chitanana Midlands State University https://orcid.org/0000-0003-1211-8308

Keywords:

remote learning, Parents’ experiences, Pandemic, Parents

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.

Author Biography

Lockias Chitanana, Midlands State University

Dr Lockias Chitanana is the Acting Deputy Director of the Quality Assurance Teaching and Professional Development Unit at Midlands State University in Zimbabwe. He has been Chairperson of the Department
of Educational Technology for 13 years. He is an experienced teacher educator in the area of Information Communication Technology integration and instructional technology. He has taught Educational Technology for 20 years at university and teacher training college levels. His research interests are in e-learning, instructional design, and the future of education. He has researched and published articles and book chapters in internationally accredited journals. He holds a PhD in technology education from the University of KwaZulu Natal in South Africa.