# bib

id: jofdl-24
author: Clarke, Philip Stephen
title: Your books are in the mail: Fifty years of distance library service at Massey University
date: 2011-06-21
pages: 2
extension: .pdf
mime: application/pdf
words: 595
sentence: 22
flesch: 52
cache: cache/jofdl-24.pdf
txt: txt/jofdl-24.txt
summary:
  Your books are in the mail: Fifty years of distance library service at Massey University. Librarians from distance libraries or from institutions about to embark on extra-mural provision will be surprised to learn that many Book Reviews 94 of the issues they face have already been examined and reported by the Massey University Distance Library Service.


id: jofdl-26
author: Nichols, Mark
title: Introduction
date: 2011-06-21
pages: 2
extension: .pdf
mime: application/pdf
words: 989
sentence: 49
flesch: 49
cache: cache/jofdl-26.pdf
txt: txt/jofdl-26.txt
summary:
  Distance learning tends to be flexible by nature. Hartnett et al clearly show the importance of considering student motivation and student circumstances when designing student learning experiences.


id: jofdl-134
author: Reid, Jay
title: Introduction
date: 2012-05-28
pages: 2
extension: .pdf
mime: application/pdf
words: 900
sentence: 41
flesch: 49
cache: cache/jofdl-134.pdf
txt: txt/jofdl-134.txt
summary:
  Ken Stevens reviews books by Desmond Keegan, Distance Training: Taking Stock at a Time of Change, and Anthony Picciano, Distance Learning: Making Connections Across Virtual Space and Time. Jay Reid reviews Fred Lockwood and fume Gooley's (Eds.) book Innovation in Open and Distance Learning:


id: jofdl-141
author: McLachlan-Smith, Claire; Gunn, Cathy
title: Introduction
date: 2012-05-29
pages: 2
extension: .pdf
mime: application/pdf
words: 976
sentence: 37
flesch: 51
cache: cache/jofdl-141.pdf
txt: txt/jofdl-141.txt
summary:
  A predominant theme of the conference concerned how students are learning using new technologies for open, distance and flexible learning. In 1998, many presenters were the early adopters of new technologies for teaching and were explaining their forays in new frontiers of teaching.


id: jofdl-234
author: Hartnett, Maggie
title: Book review - Adding some TEC-VARIETY: 100+ activities for motivating and retaining learners online
date: 2014-12-23
pages: 3
extension: .pdf
mime: application/pdf
words: 1100
sentence: 56
flesch: 46
cache: cache/jofdl-234.pdf
txt: txt/jofdl-234.txt
summary:
  Drawing from a rich base of research into motivation, this book provides a framework and an extensive set of associated online instructional activities that anyone involved in teaching online, from primary through to tertiary education, can use to engage and motivate learners. In the second section, the authors outline their rationale for developing the framework, which is based on their combined three decades of research and teaching in web-based environments, and addresses low completion rates—one of the major issues associated with online education.


id: jofdl-254
author: Lewis, Evelyn Frances
title: Teaching crowds: Learning and social media
date: 2015-11-24
pages: 2
extension: .pdf
mime: application/pdf
words: 1019
sentence: 50
flesch: 47
cache: cache/jofdl-254.pdf
txt: txt/jofdl-254.txt
summary:
  They contend that the interplay of the inverse relationships of the ten “cooperative freedoms” in social learning affects the success of the individual’s experience. Chapter two examines the history and development of learning theories, pedagogies, and their associations with technology in online social learning environments.


id: jofdl-25
author: Stevens, Ken
title: Mobile Learning Communities: Creating New educational Futures
date: 2011-06-21
pages: 2
extension: .pdf
mime: application/pdf
words: 1054
sentence: 51
flesch: 47
cache: cache/jofdl-25.pdf
txt: txt/jofdl-25.txt
summary:
  This book is about mobile learning communities—an international and increasingly diverse phenomenon spanning both the developed and developing worlds. The authors ask to what extent educational futures for members of mobile communities should be located within formal education ―provided, or at least sanctioned by the state‖ (p. 178), raising the possibility that education systems may be fundamentally flawed and antagonistic to mobile groups and hence need to be supplemented by other approaches.


id: jofdl-328
author: Fields, Alison J; Hartnett, Maggie
title: Open, Flexible, and Distance Learning: Changes to the Journal, Changes in the Field
date: 2017-11-27
pages: 3
extension: .pdf
mime: application/pdf
words: 1253
sentence: 66
flesch: 52
cache: cache/jofdl-328.pdf
txt: txt/jofdl-328.txt
summary:
  The article ends with a practical section of ‘Advice to new educational designers’ which may inform others embarking on this journey. Changes to the Journal, Changes in the Field Alison Fields, Editor-in-Chief, Open Polytechnic of New Zealand Maggie Hartnett, Associate Editor, Massey University Abstract Change and more change.


id: jofdl-294
author: Forbes, Dianne
date: 2016-11-17
pages: 3
extension: .pdf
mime: application/pdf
words: 1530
sentence: 66
flesch: 55
cache: cache/jofdl-294.pdf
txt: txt/jofdl-294.txt
title:
  Keynote: Going to university - Blended strategies for learning and teaching in a modern tertiary context

summary:
  The Bachelor of Teaching, Mixed Media Presentation—an initial teacher education degree at the University of Waikato—is used to illustrate the benefits and challenges of blended learning for students and lecturers. However, I contend that the benefits of blended learning can be shared with students who are based on campus.


id: jofdl-270
author: Anderson, Bill
title: Book Review: Motivation in Online Education.
date: 2016-08-25
pages: 3
extension: .pdf
mime: application/pdf
words: 1647
sentence: 89
flesch: 59
cache: cache/jofdl-270.pdf
txt: txt/jofdl-270.txt
summary:
  In Motivation in Online Education, Dr. Maggie Hartnett explores the nature of motivation to learn in online contexts, and the factors that impact on that motivation. Yes, it was a review that focused on motivation—in the context of online learning—although it also explored central concepts in online learning that intersected with the motivation literature, such as interaction, autonomy and control.


id: jofdl-31
author: Nichols, Mark
title: Introduction
date: 2011-07-29
pages: 4
extension: .pdf
mime: application/pdf
words: 1698
sentence: 79
flesch: 54
cache: cache/jofdl-31.pdf
txt: txt/jofdl-31.txt
summary:
  Simply put, the Journal of Open, Flexible, and Distance Learning needs more submissions if it is to advance beyond the interests of DEANZ. Submissions are sent to a selection of reviewers (whose names are on the inside cover of this issue), each of whom are in touch with the wider conversation, have experience with research Journal of Open, Flexible, and Distance Learning, 2010, 14(1), 2–5 © Distance Education Association of New Zealand 4 methodologies, and have a signifi cant publication history.


id: jofdl-307
author: Khoo, Elaine; Wright, Noeline
title: Editorial: Charting flexible pathways in open, mobile and distance education
date: 2016-11-17
pages: 5
extension: .pdf
mime: application/pdf
words: 2365
sentence: 88
flesch: 33
cache: cache/jofdl-307.pdf
txt: txt/jofdl-307.txt
summary:
  The conference, therefore, brought together a wide range of national and international presenters whose contributions added to the richness of the discussions and debates on the extent to which digital technologies can strengthen teaching, learning, and professional development across educational and multidisciplinary contexts. These five papers are, therefore, the outcome of a rigorous and value-added process to inform, challenge, and spur discussions on the ways digital technologies can be harnessed to serve education.


id: jofdl-130
author: Campbell, Nola
title: The vintage years of eLearning in New Zealand schools
date: 2012-05-23
pages: 8
extension: .pdf
mime: application/pdf
words: 3989
sentence: 200
flesch: 53
cache: cache/jofdl-130.pdf
txt: txt/jofdl-130.txt
summary:
  The Vintage Years of eLearning in New Zealand Schools INTRODUCTION The term eLearning has been used in a variety of contexts in New Zealand schools and has been described by a variety of different terms, e.g., computers in education, teleleaming, telecommun­ ications, distance learning, open learning, flexible learning, online learning, virtual learning. Finally, the words of Ann Frampton, the CDU Starnet system manager and one of the leading pioneers of electronic mail in New Zealand schools, sum up what eLearn:ing educators will expect to see in the next twenty years: The application of electronic mail to expand the available audience for children's writing, and for sharing projects and research with children in another part of the world is well accepted these days, but the possibilities do not stop there.


id: jofdl-237
author: Davis, Niki; Fields, Alison; Hartnett, Maggie
date: 2014-12-23
pages: 10
extension: .pdf
mime: application/pdf
words: 4817
sentence: 235
flesch: 44
cache: cache/jofdl-237.pdf
txt: txt/jofdl-237.txt
title:
  Editorial: Prizing Equity in Education and Research in the Field of Open, Flexible and Distance Learning

summary:
  For the Journal itself, increased visibility increases its usefulness in terms of readership and citation of JOFDL articles (and therefore its rankings) which, in turn, further increases visibility to both authors and readers. Keywords: open learning; distance learning; open publishing; retention; student engagement; administration; leadership in distance education; vocational education and training; equity in e- learning text Introduction In this editorial we explore and illustrate several ways of prizing open education.


id: jofdl-286
author: Moore, Catherine; Greenland, Steven
date: 2017-07-01
pages: 11
extension: .pdf
mime: application/pdf
words: 4803
sentence: 307
flesch: 44
cache: cache/jofdl-286.pdf
txt: txt/jofdl-286.txt
title:
  Employment-driven Online Student Attrition and the Assessment Policy Divide: An Australian Open-access Higher Education Perspective

summary:
  In this regard, online students may not be receiving the flexible and accessible learning that online education is purported to provide. Safford and Stinton (2016) summarise other key contextual characteristics of online students that affect dropouts, including level of information and communications technology (ICT) skills; ICT resource availability; isolation, anxiety, and cognitive overload factors.


id: jofdl-276
author: Osborne, Jo; Dibben, Mark
date: 2017-07-01
pages: 10
extension: .pdf
mime: application/pdf
words: 5170
sentence: 230
flesch: 40
cache: cache/jofdl-276.pdf
txt: txt/jofdl-276.txt
title:
  'Over the Edge of the Wild': Lessons of discovery through developing transdisciplinary breadth in blended courses

summary:
  Breadth units are being built into student study plans, with most students required to study at least two units as part of their undergraduate degree. Many—including breadth units by requirement—can be completed entirely online at a distance but may also have a parallel option incorporating on-campus activities.


id: jofdl-30
author: Milne, John; Heinrich, Eva; Lys, Isabelle
title: Integrating E-portfolios: Guiding Questions and Experiences
date: 2011-07-29
pages: 15
extension: .pdf
mime: application/pdf
words: 5378
sentence: 280
flesch: 54
cache: cache/jofdl-30.pdf
txt: txt/jofdl-30.txt
summary:
  This involved looking at a degree programme in its entirety and integrating e-portfolio activities throughout the different year levels and individual courses where appropriate. All lecturers involved at planning and teaching levels need to support and participate in the e-portfolio concept, because all courses will contain e-portfolio activities.


id: jofdl-231
author: Nash, Catherine Theresa Mary
title: Take AIM and Keep Your Students Engaged
date: 2014-12-23
pages: 14
extension: .pdf
mime: application/pdf
words: 5448
sentence: 283
flesch: 49
cache: cache/jofdl-231.pdf
txt: txt/jofdl-231.txt
summary:
  This success has meant that in Trimester 3, 2014, the reader/printer friendly edition has contained at least one visual to support student learning. Key thinkers in the field argue that student motivation is a key ingredient in keeping students engaged (Bonk & Khoo, 2014; DeVito, 2012; Guyan, 2013; Hartnett, St. George, & Dron, 2011; Keller, 2008; Moore, 1980; Muilenburg & Berg, 2005; Salmon, 2004; Simpson, 2008a, 2008b, and 2012; and Stravredes, 2011).


id: jofdl-272
author: Gedera, Dilani
date: 2016-11-17
pages: 11
extension: .pdf
mime: application/pdf
words: 5424
sentence: 248
flesch: 46
cache: cache/jofdl-272.pdf
txt: txt/jofdl-272.txt
title:
  Designing for Learner success (D4LS) at Otago Polytechnic: From an E-learning designer’s perspective

summary:
  The authors describe how team members (such as faculty course developers, instructional technologists, course Journal of Open, Flexible and Distance Learning, 20(2) 57 technicians, and copyright clearance coordinators) collaborate in different phases to establish their institutional model for course development to enhance effective practice. Using collaborative course development to achieve online course quality standards.


id: jofdl-257
author: Nichols, Mark
title: A Comparison of Two Online Learning Systems
date: 2016-08-25
pages: 14
extension: .pdf
mime: application/pdf
words: 6191
sentence: 335
flesch: 52
cache: cache/jofdl-257.pdf
txt: txt/jofdl-257.txt
summary:
  Mean Standard Dev Mode Χ2 Scale Moodle iQualify Moodle iQualify Moodle iQualify p Usability 3.54 3.76 1.06 1.11 4 4 0.036 Accessibility 4.15 4.03 0.97 1.14 5 5 0.3639 Instructions for use 3.81 3.93 0.99 1.14 4 5 0.328 Navigational facilities 3.52 4.02 1.07 1.14 4 5 3.6E-06 Content 3.58 3.85 1.02 1.08 4 4 0.007 Overall 3.55 3.87 1.01 1.16 4 4 0.0146 Respondents in Group 3 rated iQualify more favourably than those in Group 1—this may have been because Group 3 was asked to compare two systems. In the first trimester of 2015, iQualify courses were available only via a browser, and were not available offline.


id: jofdl-266
author: Halupa, Colleen M.
title: The Changing Roles of Online Deans and Department Heads in Small Private Universities
date: 2016-11-17
pages: 13
extension: .pdf
mime: application/pdf
words: 6185
sentence: 341
flesch: 45
cache: cache/jofdl-266.pdf
txt: txt/jofdl-266.txt
summary:
  In addition, department heads and deans now need to be cognisant of the cost of additional items (such as textbooks) required for student education. The highest attrition rates were for online students, particularly adults (age 22+) and non-traditional students (Hare, 2015).


id: jofdl-226
author: Goldingay, Sophie Jennifer
title: Emotion: the ‘e’ in engagement in online distance education in social work
date: 2014-08-14
pages: 15
extension: .pdf
mime: application/pdf
words: 6873
sentence: 289
flesch: 51
cache: cache/jofdl-226.pdf
txt: txt/jofdl-226.txt
summary:
  At the present time, online students in this course have their learning experience supplemented with face-to-face learning in two 2-day workshops during the degree, making theirs a blended online experience. Given these essential features of social-work education, and AASW’s stipulation (of 20 days face-to-face content), the first author was prompted to seek ways to ensure online students achieved the necessary interactive experience, social presence and socialisation into the profession in the practice skills unit immediately preceding practicum.


id: jofdl-138
author: McKay, Elspeth
title: The metamorphosis of eLearning
date: 2012-05-28
pages: 12
extension: .pdf
mime: application/pdf
words: 5126
sentence: 329
flesch: 52
cache: cache/jofdl-138.pdf
txt: txt/jofdl-138.txt
summary:
  Finally, the paper suggests holistic strengths of e LeanLing in terms of experiential learning events, with an eUlphasis placed on the positive sodal aspects of conllllunity learning. fronl list~ning to educationalists discussing therr eLean1ing preparations that the approach to online learning has undergone sonle kind of nlystical transformation, Fronl all accounts, unless learning ulaterials are onDne they should be thrown out with the bath wa.ter (so to speak).


id: jofdl-242
author: Davis, Niki E; Higgins, Andrew
title: Researching possible futures to guide leaders towards more effective tertiary education
date: 2015-11-24
pages: 17
extension: .pdf
mime: application/pdf
words: 6422
sentence: 347
flesch: 41
cache: cache/jofdl-242.pdf
txt: txt/jofdl-242.txt
summary:
  A strong trend, which the DEANZ2016 scenarios aimed to communicate in the most innovative quadrant, implies that tertiary education institutions responded mostly to ‘NZ employers, professions and iwi’ with tertiary education ‘customised’ to the learner. Davis, N. E., Higgins, A. 8 Researching Possible Futures to Guide Leaders Towards More Effective Tertiary Education Niki Davis, University of Canterbury e-Learning Lab Andrew Higgins, Independent consultant Abstract This research aimed to inform institutional leaders by producing and disseminating a system- wide view of what tertiary education might look like in Aotearoa New Zealand, 5 years into the future.


id: jofdl-132
author: Smith, Ruth Caswell
title: The challenges of supporting staff and adult students in an eLearning environment
date: 2012-05-23
pages: 16
extension: .pdf
mime: application/pdf
words: 6663
sentence: 429
flesch: 61
cache: cache/jofdl-132.pdf
txt: txt/jofdl-132.txt
summary:
  • How can tertiary e-educators and e­ support staff better serve online students? CONCLUSIONS The results suggest tertiary e-educators and e-support staff can better serve online students.


id: jofdl-279
author: Tilton, Jo; Hartnett, Maggie
date: 2016-11-17
pages: 15
extension: .pdf
mime: application/pdf
words: 6937
sentence: 383
flesch: 51
cache: cache/jofdl-279.pdf
txt: txt/jofdl-279.txt
title:
  What are the influences on teacher mobile technology self-efficacy within secondary school classrooms?

summary:
  Teacher efficacy and digital technology self-efficacy in the classroom can also be considered as two different domains. Having time to explore or develop their understanding of device use was identified as an important element that influenced teacher efficacy when using the iPad mini.


id: jofdl-136
author: Kean, June
date: 2012-05-28
pages: 12
extension: .pdf
mime: application/pdf
words: 5932
sentence: 230
flesch: 50
cache: cache/jofdl-136.pdf
txt: txt/jofdl-136.txt
title:
  Early childhood students' perceptions of studying by distance learning for the Diploma of Teaching (ECE)

summary:
  This study was restricted to a survey of the perceptions of NZTC students enrolled as distance learners in the Diploma of Teaching (EeE) prog:ratnme. The basic assUlllption underlying this was that student perceptions would assist staff in estinlating the effectiveness of delivery of a distance learning progralllllle, and that these perceptions would assist in evaluating student learning and provide data that could inforlll future directions for the delivery of the programme.


id: jofdl-13
author: Owen, Hazel
title: Personalised, Contextualised Professional Learning Development: Putting it into Practice
date: 2011-06-21
pages: 14
extension: .pdf
mime: application/pdf
words: 6928
sentence: 320
flesch: 39
cache: cache/jofdl-13.pdf
txt: txt/jofdl-13.txt
summary:
  The in-depth evaluation conducted during the pilot charted each teacher‘s learning journey, from a point of initial discombobulation for some to a stage, by the end of 2010, where VPLD teachers demonstrated:  a move toward becoming more reflective practitioners (as individuals and as a group)  increased propensity to be professionally self-critical  shifts in teaching approaches and beliefs about learning that influenced facilitation of face-to-face, online, and video-conference sessions, so that sessions became more student-directed and student-led  design and creation of pedagogically sound blended programmes of learning  evaluation/action research of student learning outcomes  increasing engagement of students, partly through experimenting with different approaches and resources with learners and asking for their feedback  contribution to the design and continuation of the VPLD model Journal of Open, Flexible, and Distance Learning, 15(1) 67  trialling of strategies, approaches, activities, and tools recommended/modelled by VPLD community members  self-initiation of mentoring within own context(s)  independent formation of CoPs and/or offer of mentoring and PLD to colleagues (7 of the 10 teachers)  upskilling, and associated improvement in confidence, with specific approaches and tools. Contextualised PLD has been reported to have a positive effect on student learning outcomes because there is a direct connection between principles of effective teaching and the adaptation of those teaching practices to local circumstances.


id: jofdl-302
author: Barnett, Shirley Jean; Te Wiata, Ina
title: Maori Mentors: Expectations and perceptions
date: 2017-11-27
pages: 16
extension: .pdf
mime: application/pdf
words: 6941
sentence: 410
flesch: 60
cache: cache/jofdl-302.pdf
txt: txt/jofdl-302.txt
summary:
  Keywords: Māori students; distance students; mentoring; mentors; tertiary; indigenous; Aotearoa; developing attributes; leadership Introduction If I could list all the positives about the programme [mentoring Māori students studying via distance] More recently, a study of Māori mentoring programmes in tertiary education found that Māori students enrolled and receiving support from Māori mentors completed a qualification (mode of Journal of Open, Flexible and Distance Learning, 21(2) 5 study was not identified), while many of those who did not complete were not enrolled in the mentoring programme (Tahau-Hodges, 2010).


id: jofdl-324
author: Chellapan, Lakshmi; Van der Meer, Jacques; Pratt, Keryn; Wass, Rob
date: 2018-08-23
pages: 16
extension: .pdf
mime: application/pdf
words: 7118
sentence: 372
flesch: 57
cache: cache/jofdl-324.pdf
txt: txt/jofdl-324.txt
title:
  “To flip or not to flip, that’s the question” – Findings from an exploratory study into factors that may influence tertiary teachers to consider a flipped classroom model

summary:
  Upside down and inside out: Flip your classroom to improve student learning. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology.


id: jofdl-300
author: Bonk, Curtis J.
title: Keynote: What is the State of E-Learning? Reflections on 30 Ways Learning is Changing
date: 2016-11-17
pages: 15
extension: .pdf
mime: application/pdf
words: 8036
sentence: 471
flesch: 54
cache: cache/jofdl-300.pdf
txt: txt/jofdl-300.txt
summary:
  Keywords: distance learning; online learning; futures; learning preferences; social connectedness; blended learning; technology-enhanced learning; OER Introduction In this think piece, I will muse on the 30 ways learning has changed (and continues to change) since my initial visit to the University of Waikato in Hamilton, New Zealand, for an e-learning summit in April 2002. Change #1: Learning is more mobile As I mentioned at the DEANZ conference in April 2016, among the changes we see at each moment of the day is that learning is accessible at any moment.


id: jofdl-229
author: Jeurissen, Maree Jayne
title: Learning te Reo Māori via Online Distance Education: A Case Study
date: 2015-06-18
pages: 18
extension: .pdf
mime: application/pdf
words: 9236
sentence: 583
flesch: 63
cache: cache/jofdl-229.pdf
txt: txt/jofdl-229.txt
summary:
  Another early paper describing distance education for isolated Māori secondary students concluded that distance education can be modified successfully for delivery to Māori students, despite the fact that the “instructional design based on generally accepted principles of distance education and of individual delivery” (Amaru, Rae, & Shadbolt, 1995) is incongruent with indigenous people’s preference to learn collaboratively and cooperatively. Jeurissen (2014) argued that English-medium secondary schools be considered fertile ground for regeneration, not least because of sheer numbers: according to 2011 roll return data for years 7 to 13, the number of Māori students in bilingual/immersion schools was 5.4%, with the other 94.6% of Māori students attending English-medium schools (Ministry of Education, 2015).


id: jofdl-323
author: Fields, Alison; Hartnett, Maggie; Davis, Niki
title: Open, Flexible and Distance Learning in a Post-Truth World
date: 2017-07-01
pages: 6
extension: .pdf
mime: application/pdf
words: 2880
sentence: 134
flesch: 46
cache: cache/jofdl-323.pdf
txt: txt/jofdl-323.txt
summary:
  In fact ‘post-truth’ echoed so loudly in the ears of the world that it was chosen by Oxford as both the United Kingdom Word of the Year and the United States Word of Year. While flexible and distance learning are not at the extreme of the vulnerable end of post-truth influence, we do need to exercise more caution.


id: jofdl-32
author: Higgins, Andrew; Pratt, Kerryn
title: Book Reviews
date: 2011-07-29
pages: 9
extension: .pdf
mime: application/pdf
words: 3063
sentence: 142
flesch: 57
cache: cache/jofdl-32.pdf
txt: txt/jofdl-32.txt
summary:
  Current writing about blended learning falls largely into two categories: practice and strategy. In Australasia, blended learning found a natural home, perhaps because so many learning institutions have engaged in distance education.


id: jofdl-284
author: Whalley, Rachel
title: Book Review: Online, Blended, and Distance Education in Schools
date: 2016-08-25
pages: 3
extension: .pdf
mime: application/pdf
words: 1488
sentence: 78
flesch: 50
cache: cache/jofdl-284.pdf
txt: txt/jofdl-284.txt
summary:
  They provide background to the rapid growth of K–12 online learning and highlight the nature of blended learning, which is now bringing online learning into the mainstream. Part two also has a chapter on cyber charter schools as an alternative to traditional schools, and a chapter on ensuring equity and access in online learning.


id: jofdl-259
author: Hartnett, Maggie; Davis, Niki; Fields, Alison
title: Editorial: Back to the Future—Predicting Possibilities in Open, Flexible, and Distance Learning
date: 2015-11-24
pages: 7
extension: .pdf
mime: application/pdf
words: 3031
sentence: 142
flesch: 37
cache: cache/jofdl-259.pdf
txt: txt/jofdl-259.txt
summary:
  Languages in Aotearoa New Zealand. We also recognise the increasing importance of cultural dimensions of tertiary online learning (which are aligned to future demographics) and the increasing trend of using social software in online learning, including formal tertiary learning settings.


id: jofdl-131
author: Nichols, Mark
title: The financial benefits of eLearning
date: 2012-05-23
pages: 9
extension: .pdf
mime: application/pdf
words: 4051
sentence: 226
flesch: 51
cache: cache/jofdl-131.pdf
txt: txt/jofdl-131.txt
summary:
  Once a history of actual project costs is developed, it can be used as a contributing factor to buy-in/make decisions also. Planning costs substantially reduce development costs.


id: jofdl-301
author: Davis, Niki; Fields, Alison; Hartnett, Maggie
title: Promoting Open, Flexible and Distance Learning in Increasingly Challenging Times
date: 2016-08-25
pages: 7
extension: .pdf
mime: application/pdf
words: 3620
sentence: 170
flesch: 48
cache: cache/jofdl-301.pdf
txt: txt/jofdl-301.txt
summary:
  Supportive discussions with other New Zealand editors identified the issue as economic, and related to the volume of publishing in the region. It is more efficient for a large number of journals to be hosted by one service than for them to be scattered across services, and so we are delighted to have been supported by Ako Aotearoa to move the whole journal and its archive to join the prestigious PKP project and its stable of high quality open access journals in Canada.


id: jofdl-140
author: Stevens, Ken; Reid, Jay
title: Reviews
date: 2012-05-28
pages: 8
extension: .pdf
mime: application/pdf
words: 3610
sentence: 191
flesch: 56
cache: cache/jofdl-140.pdf
txt: txt/jofdl-140.txt
summary:
  The growth of virtual and distance learning was recently summed up by Sir Jolm Daniel of the U.K. Open University: Not long ago we all wished that the world would take more interest in what we did and show more appreciation of the virtues of distance learning. (1999, p. 34) With increasing interest in the development of distance learning by educational institutions, the media, technology companies, corporations, and people wishing to improve their education or qualifications, this volume, written by a well-known figure in the field, is very welcome.


id: jofdl-308
author: Bassett, Martin; Robson, Joanne L
title: The Two Towers: The Quest for Appraisal and Leadership Development of ‘Middle’ Leaders online
date: 2017-11-27
pages: 11
extension: .pdf
mime: application/pdf
words: 5013
sentence: 290
flesch: 45
cache: cache/jofdl-308.pdf
txt: txt/jofdl-308.txt
summary:
  Keywords: middle leadership; online professional learning; middle leaders; leadership development; performance appraisal Introduction The role of school middle leaders continues to increase in both scope and workload. In Aotearoa New Zealand, middle leaders are identified by a variety of terms such as Head of Department, Head of Faculty, middle manager (Bennett et al., 2007; Busher, 2005) and, more recently, middle leader (Blandford, 2006; Fitzgerald, 2009).


id: jofdl-303
author: Alexander-Bennett, Carolyn
title: Keynote: FarNet Ten Years on—The Past, Present, and Future for Distance Learners
date: 2016-11-17
pages: 8
extension: .pdf
mime: application/pdf
words: 4039
sentence: 186
flesch: 54
cache: cache/jofdl-303.pdf
txt: txt/jofdl-303.txt
summary:
  Although we are in the 16th year of the 21st century, many New Zealand schools are still struggling to identify and develop the skills and knowledge that learners need for the future. Fullan (2015), for example, introduced us to New Pedagogies for Deep Learning (NPDL), which challenge online teachers to seek more engaging and effective ways to harness digital technologies in supporting learners to acquire deeper understanding.


id: jofdl-271
author: Clayton, John; Liu, Guimei
title: Measuring Technical Vocational Education and Training (TVET) Efficiency: Developing a Framework
date: 2016-11-17
pages: 10
extension: .pdf
mime: application/pdf
words: 4541
sentence: 238
flesch: 41
cache: cache/jofdl-271.pdf
txt: txt/jofdl-271.txt
summary:
  Firstly it reviews the performance indicators commonly used to measure learner and institutional success; secondly, it describes a framework measure performance in TVET learning environments; and finally, it describes the development and validation of an instrument that is aligned with the framework to achieve the purposes of the model programme. This paper identifies the performance indicators that are used to measure learner and institutional success, highlights the strategies used to evaluate the learning environments created, and reports on the development and validation of a user- driven, flexible, internet-based, learning environment instrument for use in multi-national TVET settings.


id: jofdl-133
author: Campbell, Nola; Billany, Trevor; Hegarty, Bronwyn
title: Reviews
date: 2012-05-23
pages: 7
extension: .pdf
mime: application/pdf
words: 3126
sentence: 121
flesch: 48
cache: cache/jofdl-133.pdf
txt: txt/jofdl-133.txt
summary:
  Interactive learning systems evaluation. The book is an easy­ to-read mix of theoretical information on evaluation, linked to practical examples and solutions for effective evaluation.


id: jofdl-251
author: Fields, Alison J; Davis, Niki E; Hartnett, Maggie
title: Editorial: Open Access – Our Golden Route in Academic Publishing in an Increasingly Open World
date: 2015-06-18
pages: 11
extension: .pdf
mime: application/pdf
words: 5613
sentence: 271
flesch: 47
cache: cache/jofdl-251.pdf
txt: txt/jofdl-251.txt
summary:
  Open access journals are a new generation of journals that sit outside the traditional subscription-based access through commercial journal vendors, and instead provide free, immediate, and permanent online access to peer-reviewed research literature. In short, the DOAJ aims to be the one-stop shop for users of open access journals.


id: jofdl-255
author: Parton, Becky Sue
title: Video Captions for Online Courses: Do YouTube’s Auto-generated Captions Meet Deaf Students’ Needs?
date: 2016-08-25
pages: 11
extension: .pdf
mime: application/pdf
words: 5173
sentence: 260
flesch: 57
cache: cache/jofdl-255.pdf
txt: txt/jofdl-255.txt
summary:
  A total of 68 minutes of video captions were analysed and 525 phrase-level errors were found. The NAD reported that video captions for MOOCs run by Harvard and MIT were often missing—or present but inaccurate to the point of being unintelligible—so violating the Americans with Disabilities Act and the Rehabilitation Act.


id: jofdl-245
author: Hunt, Anne-Marie
date: 2015-11-24
pages: 13
extension: .pdf
mime: application/pdf
words: 5144
sentence: 290
flesch: 50
cache: cache/jofdl-245.pdf
txt: txt/jofdl-245.txt
title:
  Blended online learning in initial teacher education: A Professional Inquiry on preservice teachers’ inquiry projects

summary:
  The study informs course and programme redesign to encourage student teachers to develop their own networks of practice during pre-service tertiary education. However, little is known of how student teachers can be supported to begin such inquiry-based learning during their studies before they begin to practice in schools, which may be particularly challenging for students whose main mode of study is online.


id: jofdl-29
author: Winkelmans, Tim; Anderson, Barry; Barbour, Michael
title: Distributed Learning in British Columbia: A Journey from Correspondence to Online Delivery
date: 2011-07-29
pages: 18
extension: .pdf
mime: application/pdf
words: 5701
sentence: 307
flesch: 54
cache: cache/jofdl-29.pdf
txt: txt/jofdl-29.txt
summary:
  journal insides v1.indd © Distance Education Association of New Zealand 6 Distributed Learning in British Columbia: A Journey from Correspondence to Online Delivery Tim Winkelmans Manager, E-Learning Programs Unit British Columbia Ministry of Education1 Victoria, British Columbia, Canada tim.winkelmans@gov.bc.ca Barry Anderson Solte Consulting Victoria, British Columbia, Canada Barry.Anders@shaw.ca Michael K. Barbour Assistant Professor, Instructional Technology Wayne State University Detroit, Michigan, United States of America mkbarbour@gmail.com Canada is characterised by a large geographic area, rugged terrain, and many rural communities whose schools cannot offer the same educational opportunities as their urban counterparts. The province of British Columbia exemplifi es this situation.


id: jofdl-263
author: Nichols, Mark
title: Reading and Studying on the Screen: An Overview of Literature Towards Good Learning Design Practice
date: 2016-08-25
pages: 11
extension: .pdf
mime: application/pdf
words: 5603
sentence: 284
flesch: 50
cache: cache/jofdl-263.pdf
txt: txt/jofdl-263.txt
summary:
  Impact of screen reading and multitasking conditions on reading and writing among college students. • There are navigational and tactile differences between books and on-screen readers; on- screen text lacks the familiar physical markers readers use to assist with navigation and progress (resulting in haptic dissonance and increasing cognitive load).


id: jofdl-135
author: Delany, John; Wenmoth, Derek
title: Empowering an indigenous rural community: Local teachers for local schools
date: 2012-05-28
pages: 13
extension: .pdf
mime: application/pdf
words: 6068
sentence: 259
flesch: 53
cache: cache/jofdl-135.pdf
txt: txt/jofdl-135.txt
summary:
  Oohu McKenzie, Co-Principal, Panguru Area School) Representatives of Ho'kian ga schools proactively set about finding a way to address the need they had recognised to train local teachers for local schools. Rather than attelllpting to TIlallufacture a cOlllmitlnent to teach in such isolated areas fronl graduates who would llluch prefer to renlain in the big cities, the answer at least in part lies in educating local teachers for local schools.


id: jofdl-278
author: Hoffmann-Dumieński, Kamila
date: 2016-11-17
pages: 13
extension: .pdf
mime: application/pdf
words: 6301
sentence: 321
flesch: 43
cache: cache/jofdl-278.pdf
txt: txt/jofdl-278.txt
title:
  Professional development across the islands of the South Pacific: A perspective of a blended learning facilitator

summary:
  However, a number of general suggestions can be offered for the consideration of those running and designing online professional development courses in other contexts. An overview of current findings from empirical research on online teacher professional development.


id: jofdl-137
author: Lockwood, Fred
title: Learning and teaching in a changing world
date: 2012-05-28
pages: 10
extension: .pdf
mime: application/pdf
words: 5269
sentence: 281
flesch: 58
cache: cache/jofdl-137.pdf
txt: txt/jofdl-137.txt
summary:
  TIns world leadersmp is obviously intended to benefit U.K. learners. It is possible to follow a distance learnu1g course U1 perfumery or acupUlKture, sport and exercise science, or midwifery - the scope is enormous.


id: jofdl-311
author: Nichols, Mark; Meuleman, Nicky
title: Reflections of a new educational designer
date: 2017-11-27
pages: 13
extension: .pdf
mime: application/pdf
words: 6376
sentence: 348
flesch: 54
cache: cache/jofdl-311.pdf
txt: txt/jofdl-311.txt
summary:
  The purpose of this study is to investigate one new ED’s development from new-to-role to experienced practitioner, in order to identify what new EDs might expect as they develop. Learning ‘on the job’ requires new EDs to learn their Nichols, M., Meuleman, N. 32 craft quickly, and in ways that align with institutional practice and constraints (Gray et al., 2015).


id: jofdl-235
author: Pratt, Keryn
title: Supporting Distance Learners: Making Practice More Effective
date: 2015-06-18
pages: 15
extension: .pdf
mime: application/pdf
words: 7434
sentence: 455
flesch: 65
cache: cache/jofdl-235.pdf
txt: txt/jofdl-235.txt
summary:
  Simpson (2002; 2013) divided the types of support students required into two categories: academic support (the knowledge relating to the specific course and general academic skills) and non-academic support (affective and organisational). Recognising the complexity of support systems, Simpson (2002) identified twenty-one questions that he recommended institutions providing distance education use to review student support.


id: jofdl-232
author: Smith, Nigel Vaughan; Erlam, Charles; Quirke, Naomi; Sylvester, Grace
title: Establishing a Sense of Connectedness Amongst Theology Students in Distance Education
date: 2014-12-23
pages: 18
extension: .pdf
mime: application/pdf
words: 6382
sentence: 344
flesch: 51
cache: cache/jofdl-232.pdf
txt: txt/jofdl-232.txt
summary:
  The present paper reports findings from a survey which explored student learning experiences by measuring perceptions of connectedness with tutors, advisors, and their fellow students; perceptions of an orientation event; and preferences for a variety of technologies through which students access course materials. Student engagement and student learning: Testing the linkages.


id: jofdl-325
author: Zeglen, Eric; Rosendale, Joseph A.
title: Increasing Online Information Retention: Analyzing the Effects
date: 2018-08-23
pages: 12
extension: .pdf
mime: application/pdf
words: 5577
sentence: 300
flesch: 45
cache: cache/jofdl-325.pdf
txt: txt/jofdl-325.txt
summary:
  This study analysed the effects of visual hints and elaborate feedback embedded in serious educational games to determine the effects on student learning and information recollection. Effects of such feedback ripple beyond the positive consequences for student learning.


id: jofdl-28
author: Kehrwald, Benjamin
title: Social Presence and Online Communication: A response to Mersham
date: 2011-07-29
pages: 18
extension: .pdf
mime: application/pdf
words: 6584
sentence: 315
flesch: 36
cache: cache/jofdl-28.pdf
txt: txt/jofdl-28.txt
summary:
  Social presence is a critical element of such TEL systems for its role in supporting online communication and related processes of interpersonal interaction, collaboration, and the development of social structures such as communities. The impacts of text-based CMC on online social presence.


id: jofdl-142
author: Archee, Ray; Saunders, Shirley
date: 2012-05-29
pages: 13
extension: .pdf
mime: application/pdf
words: 6357
sentence: 351
flesch: 47
cache: cache/jofdl-142.pdf
txt: txt/jofdl-142.txt
title:
  Converging modalities for distance education in professional communication: Implications from flexible delivery

summary:
  In many Asian, Bastenl European, and Islanlic countries the teacher is totally responsible for student learning. The ability to pursue problenls that are not inunediately solvable is an important attributp for communication students to possess.


id: jofdl-273
author: Alahmadi, Tahani Jaser; Drew, Steve
date: 2017-07-01
pages: 18
extension: .pdf
mime: application/pdf
words: 6584
sentence: 316
flesch: 44
cache: cache/jofdl-273.pdf
txt: txt/jofdl-273.txt
title:
  An evaluation of the accessibility of top-ranking university websites: Accessibility rates from 2005 to 2015

summary:
  Journal of Open, Flexible and Distance Learning, 21(1) 15 Fig. 4 Mean total number of accessibility errors in university websites from the world, Arab, and Oceania regions This section is organised into four subsections: 1. This paper relates findings of a quantitative, comparative study of university website accessibility for students with disabilities.


id: jofdl-306
author: Tull, Susan P. C.; Dabner, Nicki; Ayebi-Arthur, Kofi
title: Social media and e-learning in response to seismic events: Resilient practices
date: 2017-07-01
pages: 14
extension: .pdf
mime: application/pdf
words: 7290
sentence: 348
flesch: 44
cache: cache/jofdl-306.pdf
txt: txt/jofdl-306.txt
summary:
  This paper highlights the University’s adoption of social media and e-learning technologies to support communication, teaching, and learning in response to the three seismic events. Innovative solutions were required to enable the rapid adoption of e-learning technologies and e- learning methodologies in such challenging circumstances.


id: jofdl-228
author: Yates, Anne; Brindley-Richards, Wendy; Thistoll, Tony
title: Student Engagement in Distance-based Vocational Education
date: 2014-12-23
pages: 16
extension: .pdf
mime: application/pdf
words: 7206
sentence: 362
flesch: 50
cache: cache/jofdl-228.pdf
txt: txt/jofdl-228.txt
summary:
  (For example, the learning centre targets all newly enrolled students and uses a peer-to-peer mentoring system whereby experienced students phone new students to discuss goals and ascertain any assistance needed.) Journal of Open, Flexible, and Distance Learning, 18(2) 37 Lack of face-to-face contact All participants talked about the importance of building relationships with students to encourage engagement and connection with the institution, but cited the lack of face-to-face contact as a particular barrier to establishing these relationships with distance education students.


id: jofdl-34
author: Nichols, Mark
title: Introduction
date: 2011-08-01
pages: 3
extension: .pdf
mime: application/pdf
words: 1172
sentence: 54
flesch: 46
cache: cache/jofdl-34.pdf
txt: txt/jofdl-34.txt
summary:
  Most members use distance education in ways that are not immediately transferable to other settings. We therefore bring different assumptions, concerns, and practices to our common interest of distance education.


id: jofdl-269
author: Cunningham, Una
title: Language Pedagogy and Non-transience in the Flipped Classroom
date: 2016-08-25
pages: 15
extension: .pdf
mime: application/pdf
words: 7734
sentence: 397
flesch: 53
cache: cache/jofdl-269.pdf
txt: txt/jofdl-269.txt
summary:
  Microsoft Word - Cunningham.docx Cunningham, U. 44 Language Pedagogy and Non-transience in the Flipped Classroom Una Cunningham, University of Canterbury Abstract High connectivity at tertiary institutions, and students who are often equipped with laptops and/or tablets as well as smartphones, have resulted in language learners being able to freely access technology and the internet. Video recordings of teaching or materials created for language learners can be viewed and reviewed at the learner’s convenience and reused by the teacher, freeing contact time for interaction.


id: jofdl-241
author: Louwrens, Nathaniel; Hartnett, Maggie
title: Student and Teacher Perceptions of Online Student Engagement in an Online Middle School
date: 2015-06-18
pages: 18
extension: .pdf
mime: application/pdf
words: 8771
sentence: 536
flesch: 51
cache: cache/jofdl-241.pdf
txt: txt/jofdl-241.txt
summary:
  Online student engagement Despite acknowledgement in the wider literature that engagement is a multi-dimensional construct, research exploring online student engagement has tended to view it as a unitary construct. While their focus was on factors that supported online student engagement, the teachers also identified activities that resulted in lower levels of student engagement, as indicated by the lack of online interaction.


id: jofdl-342
author: Te Kiri, Christine
date: 2018-12-13
pages: 8
extension: .pdf
mime: application/pdf
words: 3602
sentence: 198
flesch: 61
cache: cache/jofdl-342.pdf
txt: txt/jofdl-342.txt
title:
  Manu Tukutuku, ma te huruhuru ka rere te manu - empowering learners to soar. Phase One; Opening the doorway for Māori to succeed in a digital community where cultural capacity and knowledge is valued and respected.

summary:
  Te Kura Pounamu (Te Kura, The Correspondence School), which has a high percentage of disengaged and alienated Māori students. The catalyst for change: Our method to engage Achievement data shared with Te Kura staff in November 2017 painted a bleak picture of success for Māori students at Te Kura.


id: jofdl-139
author: Woods, Robert; Ebersole, Samuel
date: 2012-05-28
pages: 16
extension: .pdf
mime: application/pdf
words: 6911
sentence: 460
flesch: 51
cache: cache/jofdl-139.pdf
txt: txt/jofdl-139.txt
title:
  Becoming a "communal architect" in the online classroom: Integrating cognitive and affective learning for maximum effect in web-based education

summary:
  Thus, online students interacting through this CBA nlay eventually develop stronger reactions to othl~rs, even though those reactions are based on a relatively 8111.all alllount of infornlation and nlay take a slightly longer tune to form. For example, online students llleet F2F 011 call1pus for all intensive two- to three- week class session in early August.


id: jofdl-391
author: Hartnett, Maggie; Fields, Alison
title: Digital Inclusion in New Zealand
date: 2020-02-12
pages: 4
extension: .pdf
mime: application/pdf
words: 1699
sentence: 106
flesch: 40
cache: cache/jofdl-391.pdf
txt: txt/jofdl-391.txt
summary:
  The digital inclusion research agenda (part of the Digital Inclusion Blueprint) outlines the key priorities of the government for digital inclusion research (Department of Internal Affairs, 2019b). In this Editorial we look at what is encompassed by digital inclusion, who is most likely to be excluded, and the New Zealand government’s recent publication of the Digital Inclusion Blueprint.


id: jofdl-33
author: Bolton, Marcia
title: Fly on the Wall: Using Teleconferencing to Supervise Student Teacher Performance
date: 2011-08-01
pages: 15
extension: .pdf
mime: application/pdf
words: 5287
sentence: 262
flesch: 46
cache: cache/jofdl-33.pdf
txt: txt/jofdl-33.txt
summary:
  Because of their long-term relationship with a partner school and its teachers, student teachers placed at identifi ed partner schools are guaranteed time to develop effective teaching practices, including using new technologies such as teleconferencing. Student teachers realise that if their students are well behaved, they will be able to impress the supervisor with content knowledge and instructional methodologies.


id: jofdl-348
author: Hartnett, Maggie; Carvalho, Lucila; Lamond, Heather; Murray, Fiona; O'Hara, Duncan; Fields, Alison
title: Inhabiting the Multiple Places, Spaces, and Time for Learning
date: 2018-12-13
pages: 9
extension: .pdf
mime: application/pdf
words: 4947
sentence: 217
flesch: 46
cache: cache/jofdl-348.pdf
txt: txt/jofdl-348.txt
summary:
  The high rate of mental stress and illness in higher education students is of concern to us all, so what is the role of the higher education institutions in better preparing our learners for a world where human intelligence and AI collide? “Near future teaching” and building, collectively, the vision for digital education at Edinburgh University, was the focus of Professor Siân Bayne’s keynote.


id: jofdl-37
author: Wai, Chan Chi
title: The Quality of Distance Learning from an Economic Perspective: A Case Study from Hong Kong
date: 2011-08-01
pages: 10
extension: .pdf
mime: application/pdf
words: 3382
sentence: 166
flesch: 50
cache: cache/jofdl-37.pdf
txt: txt/jofdl-37.txt
summary:
  Distance education quality: Success factors for resources, practices and results. Because the costs of distance education are incurred mainly in the design and creation of courses and the provision of student support (therefore creating economies of scale), distance education is regarded as more cost-efficient than the traditional approach to teaching and learning (Rumble, 1997).


id: jofdl-489
author: Hartnett, Maggie; Fields, Alison
title: Improving Remote Teaching and Online Learning
date: 2021-08-08
pages: 3
extension: .pdf
mime: application/pdf
words: 1274
sentence: 58
flesch: 43
cache: cache/jofdl-489.pdf
txt: txt/jofdl-489.txt
summary:
  The choice of topic is timely given the experiences of emergency remote teaching (ERT) by teachers and academics over the last 18 months, and the prevailing view that online learning and teaching and ERT are equivalent. Keywords: emergency remote teaching; online learning; flexible learning;


id: jofdl-346
author: Heredia, Jimena De Mello; Carvalho, Lucila; Vieira, Eleonora Milano Falcão
title: Designing for distance learning in developing countries: a case study
date: 2019-07-02
pages: 12
extension: .pdf
mime: application/pdf
words: 6061
sentence: 302
flesch: 47
cache: cache/jofdl-346.pdf
txt: txt/jofdl-346.txt
summary:
  We framed specificities of the case study through structural components in the ACAD framework, and expanded on how learning design can be influenced by the broader scenario of distance education in developing countries, such as Brazil. Within the ACAD framing (see Table 1), we see course design as also influenced by public policies on education, which guide some of the choices in terms of pedagogical approaches to distance learning (epistemic design) and in the disciplinary area of Accounting (epistemic design) as well as technological options (set design) that are made available.


id: jofdl-509
author: Hartnett, Maggie; Fields, Alison
title: Time for Change: The Journal is in Good Shape
date: 2022-03-03
pages: 3
extension: .pdf
mime: application/pdf
words: 1540
sentence: 67
flesch: 45
cache: cache/jofdl-509.pdf
txt: txt/jofdl-509.txt
summary:
  The special issue devoted to online teaching and learning, which was published in the first half of 2020, was a response to the demand for high quality previously published articles. These publications are even more relevant today, with the COVID-19 pandemic and the massive shift to online learning during 2020 and 2021.


id: jofdl-411
author: Fields, Alison J
date: 2020-04-26
pages: 12
extension: .pdf
mime: application/pdf
words: 6367
sentence: 320
flesch: 42
cache: cache/jofdl-411.pdf
txt: txt/jofdl-411.txt
title:
  Engaging learner support: An investigation of faculty-library collaboration to provide live course-specific learner support within the online classroom environment

summary:
  Embedded librarians can actively direct students to tailored library resources and tutorials and assist students directly, often in a library discussion forum, with their specific information and referencing questions. This paper reports on research into the nature and effectiveness of using embedded librarians in online classrooms in New Zealand, and takes a multi-faceted view of this emerging practice.


id: jofdl-409
author: Khoo, Elaine; Cowie, Bronwyn
title: A Framework for Developing and Implementing An Online Learning Community
date: 2020-04-26
pages: 13
extension: .pdf
mime: application/pdf
words: 6354
sentence: 322
flesch: 37
cache: cache/jofdl-409.pdf
txt: txt/jofdl-409.txt
summary:
  Journal of Open, Flexible, and Distance Learning, 15(1) 47 A Framework for Developing and Implementing an Online Learning Community Elaine Khoo, University of Waikato Bronwen Cowie, University of Waikato Abstract Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Keywords: adult learners; e-learning; evaluation; online learning communities; research methods; tertiary Introduction Current research and practice in effective online pedagogy indicate support for the development of online learning communities (OLCs) in facilitating teaching–learning in online learning environments (Aceto, Dondi, & Marzotto, 2010; Palloff & Pratt, 2007).


id: jofdl-336
author: Rose O.P. (Angela Lavin), Sister Mary
title: What are the key attributes of effective online teachers?
date: 2018-12-13
pages: 17
extension: .pdf
mime: application/pdf
words: 8783
sentence: 492
flesch: 53
cache: cache/jofdl-336.pdf
txt: txt/jofdl-336.txt
summary:
  Motivating and retaining online students: Research-based strategies that work. An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course.


id: jofdl-451
author: Carr, Sarah
date: 2021-08-08
pages: 9
extension: .pdf
mime: application/pdf
words: 4409
sentence: 235
flesch: 50
cache: cache/jofdl-451.pdf
txt: txt/jofdl-451.txt
title:
  Transitioning the team: supporting distance supervised Doctor of Business Administration students through collaborative online workshops

summary:
  Educational transitions There is a considerable body of work on student transitions, especially the transition from secondary to tertiary education (see for example Briggs et al., 2012; Building bridges: Understanding student transition to university.


id: jofdl-523
author: Atkinson, Simon Paul; Fields, Alison
title: Connecting Past and Future Educational Practice: A Post-COVID-19 Present
date: 2022-07-31
pages: 4
extension: .pdf
mime: application/pdf
words: 1950
sentence: 94
flesch: 41
cache: cache/jofdl-523.pdf
txt: txt/jofdl-523.txt
summary:
  Keywords: distance learning; distance communication; distance student experience; teaching presence Time is the new distance “Time is the new distance” said the late Professor Robin Mason in her Professorial Address at the Open University (UK) in 2001. Their research examined the perceptions of higher education students enrolled in several Journal of Open, Flexible and Distance Learning, 26(1) 3 modalities (e.g., hybrid, online asynchronous, synchronous) during the COVID-19 pandemic in the United States of America.


id: jofdl-415
author: Hartnett, Maggie
date: 2020-04-26
pages: 14
extension: .pdf
mime: application/pdf
words: 6335
sentence: 353
flesch: 46
cache: cache/jofdl-415.pdf
txt: txt/jofdl-415.txt
title:
  Relationships between online motivation, participation and achievement: More complex than you might think

summary:
  Achievement and online participation The only significant relationship between achievement and active online participation (messages posted) occurred in Case study 1 (at the assignment level). Relationships between online motivation, participation, and achievement: More complex than you might think.


id: jofdl-437
author: Nkomo, Larian M; Daniel, Ben K
title: Providing Students with Flexible and Adaptive Learning Opportunities using Lecture Recordings
date: 2021-08-08
pages: 10
extension: .pdf
mime: application/pdf
words: 4967
sentence: 283
flesch: 44
cache: cache/jofdl-437.pdf
txt: txt/jofdl-437.txt
summary:
  Chapin (2018) identified four scenarios in which students use lecture recording: those who did not access lecture recordings but attended lectures regularly; those who used lecture recordings as a supplement for studying and attended lectures regularly; those who attended classes and used the recordings for studying and catching up on missed lectures; and those who did not attend lectures (deliberately or through circumstance) and relied solely on the recordings. Higher education institutions employ lecture recordings to engage and enrich students’ learning experience.


id: jofdl-341
author: Fields, Alison J; Hartnett, Maggie
title: Digital Fluency in Open, Flexible and Distance Learning
date: 2018-08-23
pages: 5
extension: .pdf
mime: application/pdf
words: 1990
sentence: 93
flesch: 34
cache: cache/jofdl-341.pdf
txt: txt/jofdl-341.txt
summary:
  The rise in digital technologies has made this difference even more difficult to discern as digital technology makes face-to-face contact possible over an online connection for both physically remote and physically present students, and flipped classroom models provide remote-use resources for both types of students. Differentiated steps lead students from simply having skills in digital technologies (digital proficiency), to knowing how to use technology effectively and efficiently (digital literacy), to knowing when and why to use technology and to create what is needed to solve specific problems (digital fluency).


id: jofdl-35
author: Barbour, Michael
title: Today’s Student and Virtual Schooling: The Reality, the Challenges, the Promise…
date: 2011-08-01
pages: 21
extension: .pdf
mime: application/pdf
words: 7915
sentence: 415
flesch: 51
cache: cache/jofdl-35.pdf
txt: txt/jofdl-35.txt
summary:
  This would seem to indicate that while there is a lack of research and literature to support their practices, many of these seasoned teachers have been able to draw on their formal and informal training, along with years of classroom practice, to provide virtual school students with a quality online learning experience. The literature on student performance of virtual school students compared with classroom-based students has been primarily one sided.


id: jofdl-350
author: Vu, Phu; Adkins, Megan; Henderson, Shelby
date: 2020-02-12
pages: 10
extension: .pdf
mime: application/pdf
words: 4408
sentence: 224
flesch: 48
cache: cache/jofdl-350.pdf
txt: txt/jofdl-350.txt
title:
  Aware, But Don't Really Care: Students' Perspective on Privacy and Data Collection in Online Courses

summary:
  Learning analytics is defined as the collection, analysis and use of large amounts of student data and information to understand learner behaviours and contexts (both digital and analogue) to improve the educational outcomes of students and to increase institutional effectiveness and efficiency. Student data is also traced throughout the university to track library activity and use of facilities on campus (e.g., campus recreation facilities).


id: jofdl-367
author: Rowan, Yvonne; Hartnett, Maggie
title: How have MOOCs been portrayed in the New Zealand public media?
date: 2020-02-12
pages: 17
extension: .pdf
mime: application/pdf
words: 7759
sentence: 441
flesch: 48
cache: cache/jofdl-367.pdf
txt: txt/jofdl-367.txt
summary:
  Because they enable massive enrolments while offering fee-free open entry to higher education courses, MOOCs were heralded as a new phenomenon that would follow Christensen’s (2018) disruptive innovation business model (Jacoby, 2014), and disrupt existing higher education. A document analysis of 27 newspaper articles published in New Zealand’s mainstream media between January 2012 and December 2016 revealed similar results to those published in overseas research, in that MOOCs are predominantly reported to be a catalyst for necessary change in higher education, and discussions are consistent with the theme of commodification of higher education.


id: jofdl-425
author: Irons, Jeanette Marie Margaret; Hartnett, Maggie
title: Computational Thinking in Junior Classrooms in New Zealand
date: 2020-12-15
pages: 15
extension: .pdf
mime: application/pdf
words: 6986
sentence: 365
flesch: 45
cache: cache/jofdl-425.pdf
txt: txt/jofdl-425.txt
summary:
  , the New Zealand technology curriculum includes computational thinking. However, it’s not clear whether New Zealand junior teachers are sufficiently prepared to teach computational thinking and what factors influence their preparedness to teach the new curriculum.


id: jofdl-493
author: Crary, Sarah; Huseth-Zosel, Andrea; Beseler Thompson, Erika
date: 2022-03-03
pages: 12
extension: .pdf
mime: application/pdf
words: 5618
sentence: 258
flesch: 49
cache: cache/jofdl-493.pdf
txt: txt/jofdl-493.txt
title:
  Accessibility and Engagement: Expectations and Experiences of Graduate Students in Blended–Synchronous Courses

summary:
  Additionally, a sense of “us versus them” emerged between the two groups, with VN students struggling to participate actively. The classrooms have instructor-controlled audio and video technology that allows VN students to see and hear all aspects of classroom presentations and discussions, and for in-person students to hear and see VN students.


id: jofdl-42
author: Coughlan, Tony; Perryman, Leigh-Anne
date: 2011-10-27
pages: 17
extension: .pdf
mime: application/pdf
words: 7771
sentence: 336
flesch: 40
cache: cache/jofdl-42.pdf
txt: txt/jofdl-42.txt
title:
  Something for everyone? The different approaches of academic disciplines to Open Educational Resources and the impact on widening participation

summary:
  Arguably, then, a labour-intensive process of maintenance would be required to keep such OER up to date and this could be perceived as burdensome by already time- challenged academics. It was concluded that a combination of factors may be at play, including the practical requirements of studying particular disciplines, the ways in which learning might be assessed, the demands of work-based learning, licensing restrictions, knowledge currency, disciplinary differences in academics‘ views about the quantity and type of knowledge students are expected to acquire and retain, differences in qualification structure and existing e-learning practice, funding drivers, economic considerations, the perceived difficulty of releasing as OER materials intended for use in work-based learning, and the existence of subject- specific OER repositories.


id: jofdl-447
author: Hawi, Roxanne; Heinrich, Eva; Lal, Sunil
date: 2021-08-08
pages: 17
extension: .pdf
mime: application/pdf
words: 6520
sentence: 394
flesch: 47
cache: cache/jofdl-447.pdf
txt: txt/jofdl-447.txt
title:
  Leveraging informal learning practices for broadening participation in university education: A Kenyan case study

summary:
  In M. Ally & A. Tsinakos (Eds.), Increasing access through mobile learning. Viewing mobile learning from a pedagogical perspective.


id: jofdl-375
author: Barbour, Michael K; Siko, Jason P
title: Size Only Matters If You Have Vision: An Exploration of an Urban e-Learning Cluster
date: 2020-02-12
pages: 20
extension: .pdf
mime: application/pdf
words: 10859
sentence: 699
flesch: 61
cache: cache/jofdl-375.pdf
txt: txt/jofdl-375.txt
summary:
  Unfortunately, although there is a growing body of literature and research on rural e-learning clusters in New Zealand, there is little to no research on urban e-learning clusters. With the advent of Tomorrow’s Schools in 1989, the need for rural schools to compete with urban schools in terms of their curricular offerings was one reason for creating e-learning clusters that would eventually become the Virtual Learning Network (VLN).


id: jofdl-527
author: Shahbazi, Sara; Salinitri, Geri
date: 2023-02-14
pages: 13
extension: .pdf
mime: application/pdf
words: 5905
sentence: 327
flesch: 47
cache: cache/jofdl-527.pdf
txt: txt/jofdl-527.txt
title:
  Supporting English Language Development of English Language Learners in Virtual Kindergarten: A Parents’ Perspective

summary:
  According to the Ontario Ministry of Education’s (2007) document, Supporting English Language Learners in Kindergarten, English language learners are identified as being learners in a provincially funded school with a first language other than English. English language learners may arrive from another country voluntarily or as a consequence of crisis, or may be Canadian born.


id: jofdl-477
author: Brown, Stephen; Murphy, Lyn; Hammond, Kay
date: 2022-03-03
pages: 11
extension: .pdf
mime: application/pdf
words: 5114
sentence: 240
flesch: 41
cache: cache/jofdl-477.pdf
txt: txt/jofdl-477.txt
title:
  Learning Management System Adoption by Academics: A Perspective Following the Forced Lockdown of NZ Universities due to COVID-19 in 2020

summary:
  In this position piece, we suggest that academics are pivotal to online course development, and they should determine alternative means of instruction and assessment during any transition to online learning. Morreale et al. (2021, p. 117) recognised “the distinct difference between intentionally designed and structured online courses, typically referred to as ‘online pedagogy’, as compared with ‘crisis pedagogy’, the mandated remote learning transition recently witnessed”.


id: jofdl-49
author: Highton, Melissa H.; Fresen, Jill W.; Wild, Joanna
title: Making academic OER easy: Reflections on technology and openness at Oxford University
date: 2011-11-15
pages: 13
extension: .pdf
mime: application/pdf
words: 6794
sentence: 292
flesch: 39
cache: cache/jofdl-49.pdf
txt: txt/jofdl-49.txt
summary:
  Once a flow of OER materials from within the university was established, we began to consider how our materials could be clustered alongside materials from other higher education providers. Making academic OER easy: Reflections on technology and openness at Oxford University.


id: jofdl-39
author: Stewart, Terry M; Brown, Mark; Weatherstone, Anna
date: 2011-08-01
pages: 20
extension: .pdf
mime: application/pdf
words: 5957
sentence: 337
flesch: 57
cache: cache/jofdl-39.pdf
txt: txt/jofdl-39.txt
title:
  Interactive scenario design: The value of flowcharts and schemas in developing scenario-based lessons for online and flexible learning contexts

summary:
  Using simple table-based schemas and flow diagrams for scenario development may seem a minor, even trivial methodology. In this sense, interactive scenarios are ideally suited to supporting the concept of personalised learning (New Zealand Ministry of Education, 2006).


id: jofdl-465
author: Thach, Pham Ngoc; Lai, Phuong Hoai
title: Lecturer Attitudes and Behavioural Intentions to Use Learning Management Systems in Vietnam
date: 2022-03-03
pages: 20
extension: .pdf
mime: application/pdf
words: 8118
sentence: 421
flesch: 50
cache: cache/jofdl-465.pdf
txt: txt/jofdl-465.txt
summary:
  This construct included items that measured the participants’ perceived beliefs about their confidence in using online tools (such as being familiar with the platforms, conducting online surveys, and using social networks for online interaction), as well as their overall satisfaction with the outcomes of past online teaching (such as their own knowledge and skills in online teaching, online interaction with students, and support from relevant stakeholders such as faculty and university leaders). During the COVID-19 outbreak, most Vietnamese HEIs had to switch to online teaching and learning.


id: jofdl-363
author: Fields, Alison; Hartnett, Maggie
title: Taking Stock of Our Journal’s Journey: A Statement of Impact
date: 2019-07-02
pages: 4
extension: .pdf
mime: application/pdf
words: 1735
sentence: 81
flesch: 50
cache: cache/jofdl-363.pdf
txt: txt/jofdl-363.txt
summary:
  It publishes articles related to open, flexible, and distance learning, broadly defined. The first article by Heredia, Carvalho, and Vieira is a study that looks at a networked learning approach to the design of distance learning in higher education in developing countries.


id: jofdl-343
author: Henrikson, Robin
date: 2019-07-02
pages: 16
extension: .pdf
mime: application/pdf
words: 7901
sentence: 398
flesch: 48
cache: cache/jofdl-343.pdf
txt: txt/jofdl-343.txt
title:
  Using Online Lectures to Promote Engagement: Recognising the Self-Directed Learner as Critical for Practical Inquiry

summary:
  The findings compel online instructors to consider the needs of the self-directed learner by finding ways to make transformational design shifts that could lead to authentic deepening of student learning in a typically asynchronous learning. This is an important consideration given the relationship between engagement and learning, and it is even more pronounced when measured through the lens of the three interdependent components of online presence.


id: jofdl-38
author: Mersham, Gary
title: Reflections on e-learning from a communication perspective.
date: 2011-08-01
pages: 20
extension: .pdf
mime: application/pdf
words: 6751
sentence: 429
flesch: 47
cache: cache/jofdl-38.pdf
txt: txt/jofdl-38.txt
summary:
  Saba argues that: [Physical] separation can be bridged by communication technology, a fact demonstrated by the teachers and students everywhere. Interpersonal communication is typically understood as being face-to-face, direct persona-to-persona Journal of Distance Learning, 2009, 13(1), 51–70 © Distance Education Association of New Zealand 56 communication, unassisted, uninterrupted, and unmediated by media technologies (O’Sullivan, Hartley, Montgomery, & Fiske, 1994).


id: jofdl-347
author: Nichols, Mark
title: Addendum: Reading and studying on the screen
date: 2018-12-13
pages: 12
extension: .pdf
mime: application/pdf
words: 6621
sentence: 323
flesch: 54
cache: cache/jofdl-347.pdf
txt: txt/jofdl-347.txt
summary:
  Several treatments in yet another study, confounding participants’ cognitive pressure as they read on screen and from print, also found NSD difference (Sidi, Shpigelman, Zalmanov, & Ackerman, 2017), although the authors suggest that “the lengthier the text, the more it is susceptible to the technological disadvantages associated with screen reading (e.g., eye strain)” One study compared student reading for approximately 450 words across various treatments (Singer & Alexander, 2017a) and found that participants reading print had greater comprehension of key points, even though participants self-reported that they thought they did better when reading digitally.


id: jofdl-421
author: Nichols, Mark
title: Reading and Studying on the Screen, and, Addendum: two articles
date: 2020-04-26
pages: 23
extension: .pdf
mime: application/pdf
words: 12231
sentence: 607
flesch: 52
cache: cache/jofdl-421.pdf
txt: txt/jofdl-421.txt
summary:
  Impact of screen reading and multitasking conditions on reading and writing among college students. Several treatments in yet another study, confounding participants’ cognitive pressure as they read on screen and from print, also found NSD difference (Sidi, Shpigelman, Zalmanov, & Ackerman, 2017), although the authors suggest that “the lengthier the text, the more it is susceptible to the technological disadvantages associated with screen reading (e.g., eye strain)”


id: jofdl-41
author: Simpson, Mary; Anderson, Bill; Stevens, Ken
title: Book Reviews
date: 2011-08-01
pages: 8
extension: .pdf
mime: application/pdf
words: 2822
sentence: 132
flesch: 58
cache: cache/jofdl-41.pdf
txt: txt/jofdl-41.txt
summary:
  A classroom of one: How online learning is changing our schools and colleges. Maeroff writes from the perspective of a traditional university teacher who is trying to make sense of the changes that have been brought about by the ‘revolution’ in online learning.


id: jofdl-517
author: Koh, Josiah Zhan Xiong; Hulbert, Tara
title: The Role of Non-Verbal Communication in Asynchronous Talk Channels ‎
date: 2023-02-14
pages: 22
extension: .pdf
mime: application/pdf
words: 9230
sentence: 580
flesch: 50
cache: cache/jofdl-517.pdf
txt: txt/jofdl-517.txt
summary:
  Loneliness in online students with disabilities: Qualitative investigation for experience, understanding and solutions. This is partly because of the differences between traditional nonverbal communication in a face-to-face environment and that of online nonverbal communication (Khalil et al., 2020).


id: jofdl-525
author: Miano, Leomar
date: 2023-02-14
pages: 11
extension: .pdf
mime: application/pdf
words: 4560
sentence: 263
flesch: 45
cache: cache/jofdl-525.pdf
txt: txt/jofdl-525.txt
title:
  An An Initial Assessment of Soft Skills Integration in Emergency Remote Learning During the COVID-19 Pandemic: A Learners’ Perspective: A Learners Perspective 

summary:
  Soft skills, in particular, are usually learned in face-to-face classes, and integrating soft skills in distance learning can challenging for the professors. Improving students soft skills using thinking process profile based on personality types.


id: jofdl-50
author: Redd, Jennifer; Schmidt-Crawford, Denise
title: The Potential of Building High School Students’ Vocabulary Using an iPod Touch and Gaming App
date: 2011-10-27
pages: 13
extension: .pdf
mime: application/pdf
words: 6256
sentence: 375
flesch: 60
cache: cache/jofdl-50.pdf
txt: txt/jofdl-50.txt
summary:
  The participants‘ overall app score (combination of the antonym, connotation, definition, and synonym game scores) had a significant relationship with the post-test score. The participants‘ experiences gave an insight into using educational mobile games as a tool for informal learning.


id: jofdl-349
author: Weaver, Nancy Evans; Barnard, Estelle
title: Source Use by Second Year Psychology Students in Online Distance Learning
date: 2019-07-02
pages: 17
extension: .pdf
mime: application/pdf
words: 9120
sentence: 438
flesch: 60
cache: cache/jofdl-349.pdf
txt: txt/jofdl-349.txt
summary:
  Their reference pages were collected from the OPNZ online repository of student assignments and printed for ease of coding. Other sources Relatively fewer Level 6 students used “other” origin sources than used sources from the instructor or the library.


id: jofdl-40
author: Roberts, Rachel
title: Video Conferencing in Distance Learning: A New Zealand Schools’ Perspective
date: 2011-08-01
pages: 17
extension: .pdf
mime: application/pdf
words: 5605
sentence: 287
flesch: 49
cache: cache/jofdl-40.pdf
txt: txt/jofdl-40.txt
summary:
  Video conferencing in the New Zealand school sector As discussed, school e-learning clusters have existed in New Zealand since the early 1990s but have grown exponentially in number since 2003. Future trends Video conferencing and e-learning in New Zealand schools has the potential to offer more than simply widening the curriculum choices of students.


id: jofdl-513
author: Adebisi, Tajudeen; Olatunji, Taiwo
date: 2022-07-31
pages: 21
extension: .pdf
mime: application/pdf
words: 10484
sentence: 566
flesch: 40
cache: cache/jofdl-513.pdf
txt: txt/jofdl-513.txt
title:
  Sociodemographics and Psychosocial Experiences of Distance Learners in Nigeria: A Comparison of Single-mode and Dual-mode Universities 

summary:
  Distance learners will not always confidently declare they are distance learners. Negative experiences of OAU distance learners related to the frustration associated with the dual-mode distance teaching institution and to the socio-economic contexts in the country.


id: jofdl-339
author: Brown, Cheryl; Haupt, Genevieve
date: 2018-12-13
pages: 14
extension: .pdf
mime: application/pdf
words: 5884
sentence: 387
flesch: 58
cache: cache/jofdl-339.pdf
txt: txt/jofdl-339.txt
title:
  Using Personal Mobile Devices to increase flexibility and equity in learning in resource constrained contexts.

summary:
  Although institutions enable student access to ICTs through computer labs and on-campus wi-fi, learning doesn’t happen in only one space and at one time. This paper draws on data in the form of student surveys and focus groups and explores not only the challenges and opportunities for students in using PMDs for their learning in and out of the classroom, but also the flexibility of learning enabled by PMDs.


id: jofdl-455
author: Higgins, Andrew
title: Paradigms, Distance Learning, Education and Philosophy
date: 2020-12-15
pages: 11
extension: .pdf
mime: application/pdf
words: 5342
sentence: 307
flesch: 54
cache: cache/jofdl-455.pdf
txt: txt/jofdl-455.txt
summary:
  The practices of distance education, in the form of correspondence education in the school sector, have been understood for more than 100 years. Figure 1 Moore and Kearsley’s systems model of distance education.


id: jofdl-467
author: Fields, Alison; Hartnett, Maggie
title: Raranga te Kete Aronui—Weaving the Basket: Continuing With Open, Flexible, and Distance Learning
date: 2020-12-15
pages: 3
extension: .pdf
mime: application/pdf
words: 1516
sentence: 68
flesch: 41
cache: cache/jofdl-467.pdf
txt: txt/jofdl-467.txt
summary:
  They explain that “the purpose of the computational-thinking curriculum is to teach New Zealand students to be more than consumers of technology, and to develop a greater appreciation of existing digital devices and how to create innovative digital technologies”. Continuing With Open, Flexible, and Distance Learning Alison Fields, Editor-In-Chief, Infosolutions Maggie Hartnett, Associate Editor, Massey University Abstract This issue of the Journal uses the metaphor of raranga te kete aronui (weaving the basket of the pursuit of knowledge) as it continues the conversation of developing areas of open, flexible, and distance learning (OFDL).


id: jofdl-62
author: Kehrwald, Ben
title: Introduction
date: 2011-12-12
pages: 2
extension: .pdf
mime: application/pdf
words: 969
sentence: 43
flesch: 45
cache: cache/jofdl-62.pdf
txt: txt/jofdl-62.txt
summary:
  These themes are explored in this issue, which seeks to advance understanding of the intersection of formal education, open education, and open learning with reference to Open Educational Resources (OER), OEP, and open learning architectures. The first is innovation in adopting open educational practices within relatively „closed‟ educational institutions.


id: jofdl-36
author: Anderson, Hamish
date: 2011-08-01
pages: 15
extension: .pdf
mime: application/pdf
words: 5028
sentence: 227
flesch: 53
cache: cache/jofdl-36.pdf
txt: txt/jofdl-36.txt
title:
  Formative assessment: Evaluating the effectiveness of online quizzes in a core business finance course

summary:
  The student feedback provides qualitative evidence that the change in formative assessment helps student learning and provides increased flexibility. However, I also quantify the effect on student learning by comparing a student’s mastery quiz performance with their internal assessment and final examination results each year.


id: jofdl-533
author: Watts, Martin; Andreadis, Ioannis
date: 2023-02-14
pages: 16
extension: .pdf
mime: application/pdf
words: 6032
sentence: 334
flesch: 57
cache: cache/jofdl-533.pdf
txt: txt/jofdl-533.txt
title:
  First-year Secondary Students’ Perceptions of the Impact of iPad Use on Their Learning in a BYOD Secondary International School

summary:
  Figure 3 Use of the iPad at home Journal of Open, Flexible and Distance Learning, 26(2) 99 Unanticipated outcomes of using the iPad inside and outside of school Non-educational use of student devices is explored further in Fig. 4, where students were asked to rate the occurrence of activities supported by the devices that distract students from school work. The results reported in this study in terms of the impact of using the iPad on the learning digital efficacy of students further support the key finding in the literature (Howlett & Waemusa, 2019; Retalis et al., 2018; Dalby & Swan, 2019) that the iPad can support student learning.


id: jofdl-491
author: Karaka-Clarke, Te Hurinui; Fletcher, Jo ; Macfarlane, Angus; Bell, Bryanna
title: Kōrero Mai: Kaiako Experiences of Synchronous Online Teaching and Learning in New Zealand
date: 2022-03-03
pages: 19
extension: .pdf
mime: application/pdf
words: 10079
sentence: 562
flesch: 59
cache: cache/jofdl-491.pdf
txt: txt/jofdl-491.txt
summary:
  The time provided for online students was considerably less than for the secondary students in traditional classrooms. There was less time available for online delivery than for to face-to-face teaching, which raises the question of whether online students are being marginalised by having less teacher contact.


id: jofdl-74
author: Anderson, Bill; Simpson, Mary
title: Introduction
date: 2012-01-20
pages: 3
extension: .pdf
mime: application/pdf
words: 1417
sentence: 70
flesch: 56
cache: cache/jofdl-74.pdf
txt: txt/jofdl-74.txt
summary:
  What is distance education? Distance education exists as a practical, and essential, solution to the problem of openness to places.


id: jofdl-435
author: Nichols, Mark; Choudhary, Neeru; Standring, Doug
title: Exploring transformative learning in vocational online and distance education
date: 2020-12-15
pages: 13
extension: .pdf
mime: application/pdf
words: 4893
sentence: 292
flesch: 43
cache: cache/jofdl-435.pdf
txt: txt/jofdl-435.txt
summary:
  Drawing on King’s Learning Activities Survey (LAS), Open Polytechnic students (n=499) across seven qualifications (six discipline areas) responded to a survey asking about their experience of perspective transformation. Survey results show evidence of perspective transformation in students to varying degrees that are mainly determined by the qualification being studied.


id: jofdl-557
author: Dron, Jon
title: Technology, Teaching, and the Many Distances of Distance Learning
date: 2023-02-14
pages: 11
extension: .pdf
mime: application/pdf
words: 6145
sentence: 347
flesch: 58
cache: cache/jofdl-557.pdf
txt: txt/jofdl-557.txt
summary:
  As a result, Dron, J. 10 poor formal teaching or even a total absence of it can (if other teaching technologies like curricula, timetables, textbooks, classrooms, and dialogue with other students are available) sometimes lead to exceptional learning outcomes (Dron, 2023). Almost all technologies are assemblies that are built from and contain other technologies (Arthur, 2009): the stuff that is organised to do stuff usually includes other stuff that is organised to do stuff.


id: jofdl-429
date: 2020-12-15
pages: 15
extension: .pdf
mime: application/pdf
words: 6218
sentence: 322
flesch: 43
cache: cache/jofdl-429.pdf
txt: txt/jofdl-429.txt
author:
  Nguyen, Nhung; Everiss, Liz; Rosewarne, Sonja; Vladinova-Aylor, Kalina; Ippel, Johanna G.; Boyd, Melanie

title:
  Programme Design for Online Learning Environment Stories from Designing and Developing the New Zealand Certificate in Early Childhood Education and Care Level 4 Programme

summary:
  • designing learning activities that are based on the ECE context, and that require students to accomplish these activities in their own ECE settings • designing learning activities that require students to interact with artefacts (e.g., videos, course content on the iQualify learning platform, websites, reading) and to construct their own knowledge and skills • fostering student interactions that may be between students in online discussion activities, using question forms, with learning resources, with mentors / supervisors / academic staff and through tuakana (older / more experienced) and teina (younger / less experienced) relationships in the workplace (where tuakana help or guide teina). Activities align with course content and learning outcomes.


id: jofdl-443
author: Mostafa, Fariba
date: 2021-08-08
pages: 13
extension: .pdf
mime: application/pdf
words: 6466
sentence: 370
flesch: 48
cache: cache/jofdl-443.pdf
txt: txt/jofdl-443.txt
title:
  Social media: A flexible collaborative learning space for teacher professional learning to integrate education for sustainability in schools

summary:
  Social media can be used for teacher professional learning (TPL), and communication and resources can be combined to create flexible collaborative learning opportunities. Keywords: education for sustainability; teacher professional learning; social media Introduction and literature review Our contemporary world is experiencing significant environmental problems that require immediate action.


id: jofdl-481
author: Shearer, Rick
title: Why do our Theories Matter?
date: 2021-08-08
pages: 9
extension: .pdf
mime: application/pdf
words: 5140
sentence: 265
flesch: 59
cache: cache/jofdl-481.pdf
txt: txt/jofdl-481.txt
summary:
  Keywords: transactional distance; community of inquiry; dialogue; social presence; autonomy; adult learner; design Introduction Recently a colleague asked about the importance of considering distance education theories in our designs. Rick Shearer, Pennsylvania State University Abstract All too often in our practice of distance education we overlook the history of the field and our theories as we embrace new technologies or, as in the past year, when we are forced to adapt to a regional or global crisis that necessitates a temporary move to a remote learning scenario.


id: jofdl-78
author: Simpson, Mary; Stevens, Ken
title: Book Reviews
date: 2012-01-20
pages: 4
extension: .pdf
mime: application/pdf
words: 1692
sentence: 77
flesch: 50
cache: cache/jofdl-78.pdf
txt: txt/jofdl-78.txt
summary:
  In the first stage of the project, 44 distance educators who are deeply involved in distance education and are spread across the world (including in New Zealand) were interviewed. This understanding is particularly important in the present context, where the advent and use of new technologies in distance delivery have brought people to the practice of distance education who have little or Journal of Distance Learning, Vol 12, No 1, 2008 © Distance Education Association of New Zealand 2 no knowledge of the foundations they build on and the past experience that can inform their practice.


id: jofdl-56
author: Simpson, Mary; Anderson, Bill
title: History and heritage in open, flexible and distance education
date: 2012-09-11
pages: 10
extension: .pdf
mime: application/pdf
words: 4770
sentence: 316
flesch: 51
cache: cache/jofdl-56.pdf
txt: txt/jofdl-56.txt
summary:
  Journal of Open, Flexible, and Distance Learning, 16(2) 1 History and heritage in distance education Bill Anderson, University of Otago Mary Simpson, University of Otago Abstract Distance education’s history is a tremendous resource for all involved in distance education. Some aspects of that history provide enduring touchstones for present distance educators, creating a heritage that should not be overlooked as distance education continues to develop and expand.


id: jofdl-495
author: Hartline, Alexandra; Conklin, Sheri; Garrett Dikkers, Amy
title: Through their eyes: Student perspectives
date: 2022-07-31
pages: 15
extension: .pdf
mime: application/pdf
words: 6425
sentence: 379
flesch: 41
cache: cache/jofdl-495.pdf
txt: txt/jofdl-495.txt
summary:
  A case study of student instructor connectedness in an asynchronous modular online environment. Five things online students want from faculty.


id: jofdl-44
author: Bossu, Carina; Brown, Mark; Bull, David
title: Playing catch-up: Investigating public and institutional policies for OER practices in Australia
date: 2011-10-20
pages: 14
extension: .pdf
mime: application/pdf
words: 6490
sentence: 352
flesch: 45
cache: cache/jofdl-44.pdf
txt: txt/jofdl-44.txt
summary:
  The authors examine a preliminary analysis that focuses mostly on OER policies at governmental and institutional levels. Open policies developments in Australia Some initiatives and policy developments at the government level have also taken place in Australia.


id: jofdl-83
author: Stevens, Ken
title: Book Reviews
date: 2012-01-20
pages: 4
extension: .pdf
mime: application/pdf
words: 1885
sentence: 80
flesch: 50
cache: cache/jofdl-83.pdf
txt: txt/jofdl-83.txt
summary:
  As a reference to the terminology of the field, E-learning Concepts and Practice will be useful. As embodied learners, it is argued, We are moulded and altered by learning experiences that involve both the mind and the body; they affect our view of who we are and who we might become.


id: jofdl-377
author: Sime, Julie-Ann; Themelis, Chrysoula; Arapoglou, Yiannis; Marantou, Asteria; Theodoridou, Katerina
date: 2020-12-15
pages: 13
extension: .pdf
mime: application/pdf
words: 6360
sentence: 363
flesch: 46
cache: cache/jofdl-377.pdf
txt: txt/jofdl-377.txt
title:
  Designing a Social Exploration MOOC - Visual Literacies: Exploring Educational Practices and Technologies

summary:
  The blue dots represent tutors, and the orange dots are MOOC participants. MOOC participants exchanged their experience of teaching practice in discussion fora, thereby engaging in social exploration (Pentland, 2014).


id: jofdl-76
author: Higgins, Andrew; Kreieg, Janneke
title: Staff and Student Views of AUTonline (BlackBoard) after Three Years
date: 2012-01-20
pages: 11
extension: .pdf
mime: application/pdf
words: 4813
sentence: 242
flesch: 53
cache: cache/jofdl-76.pdf
txt: txt/jofdl-76.txt
summary:
  One of the main purposes of using digital teaching strategies is to enhance student learning. Fourth, although most AUT students have computers and all students have access to campus-based computer laboratories, there is an identified need to encourage students to have up-to-date machines capable of handling new software releases for which the university has licenses.


id: jofdl-150
author: McIlroy, Andrea
title: Introduction
date: 2012-06-06
pages: 1
extension: .pdf
mime: application/pdf
words: 519
sentence: 28
flesch: 65
cache: cache/jofdl-150.pdf
txt: txt/jofdl-150.txt
summary:
  Two articles follow which report on research carried out on distance learning programmes in New Zealand. The membership of the Association felt that the time was right to develop a Journal as a sign of the increasing professionalism of the distance education community in New Zealand, and that a vehicle was needed in which to publish articles and o t h e r material a b o u t distance and o p e n learning.


id: jofdl-147
author: Stevens, Ken
title: Book Reviews
date: 2012-05-29
pages: 4
extension: .pdf
mime: application/pdf
words: 1611
sentence: 68
flesch: 50
cache: cache/jofdl-147.pdf
txt: txt/jofdl-147.txt
summary:
  The global analysis of distance education in the developing world presented by Perra ton will probably not be familiar to most readers in developed countries. Through technological enhancement, the teaching and learning capadty of distance education institutions in developed countries can be extended to overshadow distance learning institutions in developing sodeties.


id: jofdl-505
author: Forbes, Dianne
title: Student expectations of peers in academic asynchronous online discussion
date: 2022-07-31
pages: 15
extension: .pdf
mime: application/pdf
words: 7340
sentence: 403
flesch: 49
cache: cache/jofdl-505.pdf
txt: txt/jofdl-505.txt
summary:
  Twelve students volunteered to join the online focus group, opting into a Moodle forum to discuss their ideas about effective learning and teaching through AOD, based on their experience as online students. Given the imperative to value student experience and to involve students in active learning, it is timely to share peer expectations so that students are accountable to their class community and are better prepared for collaborative learning through asynchronous online discussion.


id: jofdl-529
author: Chitanana, Lockias
title: Parents’ Experience with Remote Learning during COVID-19 Lockdown in Zimbabwe
date: 2023-02-14
pages: 16
extension: .pdf
mime: application/pdf
words: 7875
sentence: 447
flesch: 54
cache: cache/jofdl-529.pdf
txt: txt/jofdl-529.txt
summary:
  Applications such as Teams, Zoom, and Google Classroom were useful, and many children were listening and taking notes for a couple of hours during weekdays. (Parent 2) Many children treated the lockdown period as a vacation from school; hence they wanted nothing to do with a normal school routine.


id: jofdl-80
author: Haigh, Mavis; Turnbull, Margaret
date: 2012-01-20
pages: 13
extension: .pdf
mime: application/pdf
words: 6406
sentence: 352
flesch: 57
cache: cache/jofdl-80.pdf
txt: txt/jofdl-80.txt
title:
  Replacing the Nods and Smiles: Raising Questions about Philosophy and Pedagogy in a Predominantly Web-based Master’s Module

summary:
  Given that this course was shifting from a face-to-face to a Web-based delivery, it was important also to consider theories pertaining to distance and online learning. But it was very progressive for people who were new to online learning, people who were new to actually assessing their own abilities.


id: jofdl-521
author: Atkinson, Simon Paul
date: 2023-02-14
pages: 11
extension: .pdf
mime: application/pdf
words: 5652
sentence: 310
flesch: 51
cache: cache/jofdl-521.pdf
txt: txt/jofdl-521.txt
title:
  Definitions of the Terms Open, Distance, and Flexible in the Context of Formal and Non-Formal Learning

summary:
  The second aim is to establish that there are only two modes of learning—in-person (or face-to-face) learning, and distance learning. Distance learning has mirrored technological progress from paper, to printing, through to digital communication.


id: jofdl-555
author: Fields, Alison; Atkinson, Simon Paul
title: Post-pandemic Trends: Readership and Research After COVID-19
date: 2023-02-14
pages: 6
extension: .pdf
mime: application/pdf
words: 3076
sentence: 134
flesch: 42
cache: cache/jofdl-555.pdf
txt: txt/jofdl-555.txt
summary:
  Keywords: distance learning; online learning; educational theory; distance communication; distance student experience; teaching presence A look at our annual readership “Pausing to take stock of progress on a journey can achieve many things, including identifying how far you’ve come, which way you’ve come, and which way you want to go” (Fields & Hartnett, 2019, p. 1). Of these, the top-viewed articles are listed below, with titles showing strong representation of recent developments and experiences in online learning and post-pandemic trends in global education.


id: jofdl-98
author: Wilson, Amy Dunn
title: Categorising e-learning
date: 2012-04-06
pages: 10
extension: .pdf
mime: application/pdf
words: 4668
sentence: 273
flesch: 52
cache: cache/jofdl-98.pdf
txt: txt/jofdl-98.txt
summary:
  Keywords: professional learning and development; e-learning; personalised learning; virtual learning; online communities of practice; professional change; online communities Introduction In the last decade, the New Zealand government has implemented a number of strategies to boost the capability of e-learning use in the tertiary sector. The purpose of this study is twofold: first, to consider the MoE’s system to gain a better understanding of how e-learning was classified; and second, to recommend a replacement for this system that might be more practical in terms of institutional analysis and planning.


id: jofdl-79
author: Anderson, Bill; Simpson, Mary
title: Introduction
date: 2012-01-20
pages: 3
extension: .pdf
mime: application/pdf
words: 1508
sentence: 69
flesch: 54
cache: cache/jofdl-79.pdf
txt: txt/jofdl-79.txt
summary:
  To some extent we can see the decisions about e-learning implementation when we look at the different levels of engagement with e-learning that are indicated within the broad categories of the New Zealand Standard Classification of Education. His premise is that e-learning has yet to take off in the New Zealand tertiary sector and that further staff professional development is a key to assisting that takeoff.


id: jofdl-86
author: Agnew, Stephen Robert; Hickson, Stephen
date: 2012-04-06
pages: 13
extension: .pdf
mime: application/pdf
words: 5711
sentence: 252
flesch: 55
cache: cache/jofdl-86.pdf
txt: txt/jofdl-86.txt
title:
  Using online assessment to replace invigilated assessment in times of a natural disaster: Are some online assessment conditions better than others?

summary:
  Cheating in online student assessment: Beyond plagiarism. This paper attempts to establish how different online assessment conditions affected final grade distributions when online assessments were substituted for an invigilated final examination.


id: jofdl-165
author: Otsuka, Setsuo; Stevens, Ken
title: Secondary school student Responses to learning the Japanese language at a distance in New Zealand
date: 2012-06-22
pages: 3
extension: .pdf
mime: application/pdf
words: 1483
sentence: 59
flesch: 46
cache: cache/jofdl-165.pdf
txt: txt/jofdl-165.txt
summary:
  Many of the issues raised by distance students of the Japanese language in this study may be addressed by this new interactive technology. This may give distance students and their teacher the feeling that they are actually participating in a class when learning Japanese in future.


id: jofdl-167
author: Dreaver, Glenise
title: Editorial
date: 2012-06-22
pages: 1
extension: .pdf
mime: application/pdf
words: 405
sentence: 19
flesch: 60
cache: cache/jofdl-167.pdf
txt: txt/jofdl-167.txt
summary:
  Journal of Distance Learning, Vol2, No. 1, 1996 (c) Distance Education Association of New Zealand - 2 �, If you feel you belong to a group with particular needs in open learning, please feel free to contact me at the Open Polytechnic of New Zealand with your suggestions.


id: jofdl-145
author: Rabel, Roberto; Higgins, Andrew
title: Flexible learning for a large undergraduate history paper: implementation and outcomes
date: 2012-05-29
pages: 9
extension: .pdf
mime: application/pdf
words: 4439
sentence: 195
flesch: 49
cache: cache/jofdl-145.pdf
txt: txt/jofdl-145.txt
summary:
  Results An analysis of these results, based on the null hypothesis that the flexible learning strategies would have no effect on whether student expectations were met, shows that the null hypothesis is Journ al of Distance Learning, Vol 6, No 1, 2001 © Distance Edu cation Association of New Zealand 41 disproved and that this approach to teaching History 102 has made a difference. The questionnaire asked individual students to respond to a series of statements, using a rating scale, ranging from strongly agree (5), agree (4), undecided (3), disagree (2), to strongly disagree (1).


id: jofdl-143
author: Campbell, Nola; Yates, Russell; McGee, Clive
title: Making a "net" for the net
date: 2012-05-29
pages: 8
extension: .pdf
mime: application/pdf
words: 4146
sentence: 184
flesch: 54
cache: cache/jofdl-143.pdf
txt: txt/jofdl-143.txt
summary:
  The majority of student teachers found this a challenging course but believe that it was important for their approach to further study, a view that corresponds with that of staff responsible for the programme. Student teachers in the Mixed Media Progranune are required to become familiar with and utilise a range of information and communication technolOgies (lCT).


id: jofdl-64
author: Ehlers, Ulf-Daniel
title: Extending the Territory: From Open Educational Resources to Open Educational Practices
date: 2011-12-12
pages: 10
extension: .pdf
mime: application/pdf
words: 4613
sentence: 257
flesch: 44
cache: cache/jofdl-64.pdf
txt: txt/jofdl-64.txt
summary:
  In doing so, it defines current understanding of open educational resources and open educational practices, and highlights the shift from open content to open practice. Keywords: OER, open educational resources, open educational practices, open education Introduction The Open Educational Quality Initiative Report, Beyond OER:


id: jofdl-159
author: Higgins, Andrew
title: Winds of change and paradigm shifts: Correspondence, distance and open learning
date: 2012-06-19
pages: 7
extension: .pdf
mime: application/pdf
words: 3677
sentence: 196
flesch: 54
cache: cache/jofdl-159.pdf
txt: txt/jofdl-159.txt
summary:
  Simultaneously, the learning materials prepared for secondary school students became available to any State or Non-State school that needed materials to teach a subject. The Education Department recognised the high cost of redeveloping the learning packages for correspondence students.


id: jofdl-157
author: French, Sue
title: Recent impacts of copyright law upon distance education
date: 2012-06-19
pages: 8
extension: .pdf
mime: application/pdf
words: 4705
sentence: 179
flesch: 46
cache: cache/jofdl-157.pdf
txt: txt/jofdl-157.txt
summary:
  So far as New Zealand educational institutions are concerned, the major impact of the parallel importing ban is apparent in the requirement of many educational courses for foreign textbooks, videos, sound recordings, and music scores. Examples of such assertions may be readily observed within literary works published in the United Kingdom since the coming into force of the Copyright, Designs and Patents Act 1988 (the legislation which introduced the concept of moral rights to United Kingdom law).


id: jofdl-94
author: Khoo, Elaine; Johnson, E. Marcia; Zahra, Anne
date: 2012-04-06
pages: 14
extension: .pdf
mime: application/pdf
words: 6306
sentence: 329
flesch: 50
cache: cache/jofdl-94.pdf
txt: txt/jofdl-94.txt
title:
  I learnt a whole lot more than churning out an essay: Using online tools to support critical collaborative inquiry in a blended learning environment

summary:
  However, careful planning and reflection on different pedagogical approaches were needed so that student learning could be supported in meaningful and relevant ways. Curriculum and assessment activities need to provide students with multiple opportunities (and time) to master the tools and new online teaching tasks, so as to assist student learning.


id: jofdl-96
author: Marshall, Stephen
title: E-learning and higher education: Understanding and supporting organisational change in New Zealand
date: 2012-04-06
pages: 15
extension: .pdf
mime: application/pdf
words: 6358
sentence: 329
flesch: 42
cache: cache/jofdl-96.pdf
txt: txt/jofdl-96.txt
summary:
  New Zealand tertiary institution e-learning capability: Informing and guiding e-learning architectural change and development. Journal of Open, Flexible, and Distance Learning, 16(1) 143 The Taking the Lead: Strategic Management for E-Learning project developed a “set of resources and tools that will assist institutional leaders to plan and manage their use of e-learning more strategically” (Higgins & Prebble, 2008, p. 3), and identified a number of key issues or themes:  institutional strategy, planning, and policies  market positioning and identification for e-learning  organisational structures  resourcing  collaborative relationships with other institutions  staff development, instructional design, and course development  teaching and learning models and alignment with e-learning  student support  ensuring the reliability and validity of e-learning assessment and moderation  technological infrastructure.


id: jofdl-91
author: Owen, Hazel
title: Re-inventing PLD: Ensuring relevance and building resilience
date: 2012-04-06
pages: 14
extension: .pdf
mime: application/pdf
words: 6878
sentence: 358
flesch: 53
cache: cache/jofdl-91.pdf
txt: txt/jofdl-91.txt
summary:
  And what are the implications for professional practice and student learning in terms of building resilience, ensuring relevance, and driving reform? When PLD is situated, educators are more likely to apply strategies to address known issues concerning student learning in their specific learning community (Timperley et al, 2007), while also actively engaging in the exploration, development, and application of conceptual frameworks that encourage consideration of their students in a new light (Timperley, Wilson, Barrar, & Fung, 2007).


id: jofdl-75
author: Lingham, Govinda Ishwar; Burnett, Greg
date: 2012-01-20
pages: 12
extension: .pdf
mime: application/pdf
words: 5365
sentence: 295
flesch: 51
cache: cache/jofdl-75.pdf
txt: txt/jofdl-75.txt
title:
  Reaching the Unreached Primary Teachers: Distance Teacher Education at the University of the South Pacific

summary:
  We feel that the wider externalisation team, mentioned earlier, knows Pacific teachers better, including their particular needs and the unique challenges they face. In the Pacific region, pre-service primary teacher preparation mostly has been carried out in the region’s nine teachers’ colleges: Kiribati Teachers’ College; Fulton College (Fiji); Vanuatu Institute of Teacher Education; Cook Islands Teachers’ Training College; Tonga Institute of Education; Corpus Christi Teachers’ College (Fiji); Lautoka Teachers’ College (Fiji); Solomon Islands College of Higher Education; College of the Marshall Islands.


id: jofdl-152
author: White, Cynthia
title: The use of multiple textual forms in distance learning
date: 2012-06-06
pages: 9
extension: .pdf
mime: application/pdf
words: 5713
sentence: 306
flesch: 66
cache: cache/jofdl-152.pdf
txt: txt/jofdl-152.txt
summary:
  Thirdly, students appeared to recognise the link between, multiple sources, and diverse learning styles of individuals, as in: I think the multi-media approach (for distance education students) ought to satisfy all learning styles. Distance students in an introductory Spanish course were invited to take part in a two-stage investigation of what was broadly called 'Te x t s f o r L e a r n i n g Spanish ' .


id: jofdl-161
author: Stevens, Ken; Williams, Lyndon; Kerr, Brian D
title: Book Reviews
date: 2012-06-19
pages: 7
extension: .pdf
mime: application/pdf
words: 4141
sentence: 189
flesch: 46
cache: cache/jofdl-161.pdf
txt: txt/jofdl-161.txt
summary:
  John Daniel is well known and highly respected in the world of distance education. This is a comprehensive treatment of an emerging dime11sion of distance education.


id: jofdl-163
author: McIlroy, Andrea
title: A quality picture: Perspectives on a distance learning programme
date: 2012-06-22
pages: 8
extension: .pdf
mime: application/pdf
words: 4565
sentence: 219
flesch: 57
cache: cache/jofdl-163.pdf
txt: txt/jofdl-163.txt
summary:
  They also represent what could be described as aspects of 'good practice' in distance education courses and the results confirm that both students and staff concur with them. 43 Weekend regional courses are of more value than on campus courses 108


id: jofdl-154
author: Higgins, Andrew
title: Some outcomes of flexible learning at the University of Otago 1996-98
date: 2012-06-06
pages: 9
extension: .pdf
mime: application/pdf
words: 5448
sentence: 288
flesch: 61
cache: cache/jofdl-154.pdf
txt: txt/jofdl-154.txt
summary:
  They chose papers based on student numbers a n d on whether they had or might have difficulties in their current delivery. Student numbers rose in this course in 1999.


id: jofdl-9
author: Fletcher, Jo; Nicholas, Karen; Davis, Niki
title: Supporting adults to address their literacy needs using e-learning
date: 2011-06-21
pages: 13
extension: .pdf
mime: application/pdf
words: 6504
sentence: 382
flesch: 47
cache: cache/jofdl-9.pdf
txt: txt/jofdl-9.txt
summary:
  Journal of Open, Flexible, and Distance Learning, 15(1) 17 Supporting Adults to Address Their Literacy Needs Using E-learning Jo Fletcher, College of Education, University of Canterbury Karen Nicholas, College of Education, University of Canterbury Niki Davis, College of Education, University of Canterbury Abstract Many adults need help with literacy learning. The large number of adults who need help with literacy learning (Earle, 2009) is extremely challenging for the tertiary education sector and workplace-situated learning organisations in many countries.


id: jofdl-77
author: du Plessis, Karen; Walker, Lisa; Naughton, Christopher
title: Ready, Steady, Study: Implications of Online Learning for Early Childhood Teacher Education
date: 2012-01-20
pages: 8
extension: .pdf
mime: application/pdf
words: 3581
sentence: 188
flesch: 48
cache: cache/jofdl-77.pdf
txt: txt/jofdl-77.txt
summary:
  Therefore, it can be argued that online learning does have the ability to facilitate social learning experiences for student teachers, albeit in a different way to that of classroom- based courses. Preparing early childhood student teachers for distance learning: Student perceptions.


id: jofdl-117
author: Murray, Fiona
title: Global picture, local lessons: E-learning policy and accessibility
date: 2012-05-21
pages: 4
extension: .pdf
mime: application/pdf
words: 1512
sentence: 63
flesch: 46
cache: cache/jofdl-117.pdf
txt: txt/jofdl-117.txt
summary:
  She is part of the research team undertaking the TeLRF study on e-learning policy and accessibility. The Ministry of Education is funding e-learning research which will establish both the current context and future impact of e-learning in the tertiary sector.


id: jofdl-559
author: Kenah, Andy; Nash, Catherine
date: 2023-02-14
pages: 17
extension: .pdf
mime: application/pdf
words: 6995
sentence: 439
flesch: 57
cache: cache/jofdl-559.pdf
txt: txt/jofdl-559.txt
title:
  Teaching, Engaging, and Motivating Learners Online Through Weekly, Tailored, and Relevant Communication: Academic Content, Information for the Course, and Motivation (AIM)

summary:
  As shown in Appendix B, AIM newsletter IMMS questions adapted 34 of Keller’s original 36 ARCS questions (12 relating to attention, 9 to relevance, 8 to confidence, and 5 to satisfaction) with two questions (one for confidence and one for satisfaction) not assessed because they relate specifically to assessment feedback that is not covered by AIM newsletters. Journal of Open, Flexible and Distance Learning, 26(2) 121 Appendix A: AIM newsletter—Week 15 Kenah, A., Nash, C. 122 Appendix B: AIM newsletter survey questions Adapted from Keller’s Instructional Materials Motivation Survey (IMMS), (Keller, 2010).


id: jofdl-85
author: Palmer, Stuart
date: 2012-04-06
pages: 13
extension: .pdf
mime: application/pdf
words: 6131
sentence: 257
flesch: 48
cache: cache/jofdl-85.pdf
txt: txt/jofdl-85.txt
title:
  Understanding the context of distance students: Differences in on- and off-campus engagement with an online learning environment

summary:
  The generally good match between the sample and population demographic characteristics, including the proportions of off-campus students, and the confirmation that commencing students do not hold significantly different views from other students about the value of online aspects of their study, provides some confidence in drawing more general inferences about the wider Deakin University student population from the respondent data. These results are not inconsistent with the findings from an investigation of the factors motivating distance education student use of the internet—the most important motivators were content seeking and social contact (Stafford, 2005).


id: jofdl-146
author: Stevens, Ken
title: A four-step process for the development of knowledge-building communities in a digital intranet
date: 2012-05-29
pages: 4
extension: .pdf
mime: application/pdf
words: 1685
sentence: 85
flesch: 43
cache: cache/jofdl-146.pdf
txt: txt/jofdl-146.txt
summary:
  Senior students in the smallest and most remo te communities often have difficulty accessing spedalist teachers in subjects such as mathematics, sdence, foreign languages and art. In the Canadian province of Newfoundland and Labrador, where two thirds of schools are officially classified as rural, the search for alternative approacl1es to the provision of educational and, indirectly, career opportunities for senior students has been a priority (Stevens, 1999).


id: jofdl-110
author: Nichols, Mark
title: Editorial
date: 2012-04-06
pages: 2
extension: .pdf
mime: application/pdf
words: 1089
sentence: 51
flesch: 44
cache: cache/jofdl-110.pdf
txt: txt/jofdl-110.txt
summary:
  Stephen Marshall (Victoria University of Wellington, New Zealand) applies the e-learning Maturity Model (eMM) to a number of New Zealand institutions as a means of investigating change processes. Maggie Hartnett (Massey University, New Zealand) follows, with an article that challenges the oft-assumed correlation between online activity and student motivation.


id: jofdl-113
author: Anderson, Bill; Simpson, Mary
title: Introduction
date: 2012-05-21
pages: 3
extension: .pdf
mime: application/pdf
words: 1342
sentence: 67
flesch: 54
cache: cache/jofdl-113.pdf
txt: txt/jofdl-113.txt
summary:
  We view online learning as closely connected to distance education (Anderson & Simpson, 2005) and so we see the issue of access, which lies at the heart of distance education, as central also to online learning. Following on from the WUC report, the UK government funded a project to examine the potential of online learning to overcome social exclusion and to identify the factors that influence participation, drop out, and successful completion in online learning, especially in relation to learners who are socially or economically disadvantaged (see http://www.niace/org.uk/online/index. asp).


id: jofdl-515
author: Cameron, Michael P.; Fogarty-Perry, Barbara; Piercy, Gemma
title: The impacts of the COVID-19 pandemic on higher education students in New Zealand
date: 2022-07-31
pages: 21
extension: .pdf
mime: application/pdf
words: 9681
sentence: 525
flesch: 51
cache: cache/jofdl-515.pdf
txt: txt/jofdl-515.txt
summary:
  Data and methods As part of the international “Impact of the COVID-19 Pandemic on Life of Higher Education Students” project, a survey of New Zealand higher education students was undertaken. We report on the New Zealand arm of an international survey of higher education students (n = 147).


id: jofdl-160
author: Healey, Della; Stevens, Ken
date: 2012-06-19
pages: 4
extension: .pdf
mime: application/pdf
words: 1958
sentence: 97
flesch: 53
cache: cache/jofdl-160.pdf
txt: txt/jofdl-160.txt
title:
  Student perceptions of telecommunications technologies for accessing learning opportunities in two Northern Canadian schools

summary:
  A•high access student from South Community commented: Distance education courses allow students to compete with other students from all over the province. In Australia (Lundin, 1994; Stevens, 1994), New Zealand (Stevens,1995), Canada (Garlie, 1995) and many of the Nordic countries (Meisalo, 1996; Stefansdottir, 1993) telecommunications have been used to provide new opportunities for rural students.


id: jofdl-172
author: Acer, Chris; Wrightson, Tony
title: The imperative of retaining contact with the remote distance learner: A perspective from Uganda
date: 2012-06-22
pages: 6
extension: .pdf
mime: application/pdf
words: 3778
sentence: 152
flesch: 55
cache: cache/jofdl-172.pdf
txt: txt/jofdl-172.txt
summary:
  Table 1: Programme results at the half-way point Indicators District A District B Initial student number 221 384 Current student number 210 334 Change in student number (percent) -5 -13 These include: • a visit by a support staff to the student, at his or her school or l}ome if the student is absent from a bi-monthly tutorial the tutor or SSO will move on a bicycle or motorcycle, or even on foot - up to 60km, over rough roads, and through garden tracks, in sometimes very wet and muddy, or extremely hot conditions - risking things like a bicycle breakdown, land mines and other road barriers- • a visit by a support staff to an informal study group - which will be taking place probably under a mango tree, with students seated on the ground, and being watched, and probably distracted, by a large number of small village children - • students visiting support staff - and sharing problems, such as - the in�laws have taken my wife away, what should I do?


id: jofdl-58
author: JAHNG, Namsook
title: A systematic review of small group communication in post-secondary online courses
date: 2012-09-11
pages: 15
extension: .pdf
mime: application/pdf
words: 6836
sentence: 347
flesch: 39
cache: cache/jofdl-58.pdf
txt: txt/jofdl-58.txt
summary:
  The most popular research foci related to examining/understanding the ‘learning process’ in small online groups. Technology develops quickly and, as more diverse communication and collaboration tools become available, online educators and researchers need to experiment with various technologies to improve communication processes and support collaboration in online groups.


id: jofdl-81
title: The Impact of a One-Year Teacher Training Programme in Uganda
date: 2012-01-20
pages: 9
extension: .pdf
mime: application/pdf
words: 3930
sentence: 179
flesch: 44
cache: cache/jofdl-81.pdf
txt: txt/jofdl-81.txt
author:
  Kato, Habib; Eron, Lawrence; Maani, John; Otto, Aron Y.; Okot, Daniel; Auma-Okumo, Santo; Bunoti, Sarah; Cula, Andrew

summary:
  Resource Allocation There was remarkable synergy between participants and non-participants when asked to identify the key aspects in distance education which required resourcing in order to enhance delivery of distance programmes. The declaration took a broad view or vision of basic education as consisting of formal schooling, non-formal education programmes, open learning systems, and distance education (Padhan & Chaudhary, 2004).


id: jofdl-166
author: Stevens, Ken; Dodds, Alan; Wagner, Graham
title: Book Reviews
date: 2012-06-22
pages: 7
extension: .pdf
mime: application/pdf
words: 4297
sentence: 165
flesch: 47
cache: cache/jofdl-166.pdf
txt: txt/jofdl-166.txt
summary:
  The material and their analysis is based on their own work and that of others in assessing educational needs and constructing a proposal j otl m al o/Distance Lea m ing, Vol 3, N o I , 1997 (c) Distan ce Educa ti on Associ ation of New Zealand 37 for distance education as an ins trument in the overall development of Mongolia. Of particular interest is the decentralising of distance education, the development of education partnerships, schools and school systems sharing resources and the increase in school based distance education.


id: jofdl-170
author: Rajasingham, Lalita
title: The search
date: 2012-06-22
pages: 8
extension: .pdf
mime: application/pdf
words: 5288
sentence: 255
flesch: 49
cache: cache/jofdl-170.pdf
txt: txt/jofdl-170.txt
summary:
  More than the rise in unemployment, it is the rise in the unemployable that will be the critical issue facing governments in the next decade if education systems are unable to cater for the skills that will be required in a fast changing future workspace. An information society implies a society based on an infrastructure of information technology where the main form of employment is as information workers.


id: jofdl-10
author: Carle, Julie Rosina
title: Digital Community, Digital Citizen
date: 2011-06-21
pages: 2
extension: .pdf
mime: application/pdf
words: 758
sentence: 39
flesch: 40
cache: cache/jofdl-10.pdf
txt: txt/jofdl-10.txt
summary:
  As well as making many practical suggestions for teachers, Dr Ohler describes the “ideal school board” and how it should navigate digital citizenship. Dr Ohler explains many issues relating to virtual space, and sets guidelines for virtual behaviour and creating online learning communities.


id: jofdl-155
author: Stevens, Ken; Higgins, Andrew
title: Book reviews
date: 2012-06-06
pages: 3
extension: .pdf
mime: application/pdf
words: 1883
sentence: 93
flesch: 53
cache: cache/jofdl-155.pdf
txt: txt/jofdl-155.txt
summary:
  Mason begins with the question, Is the advent of global education a threat or a promise? Many o f these changes are caused by or informed by the growth of some forms of global education (p. ix).


id: jofdl-144
author: Kinshuk, Dr; Patel, Ashok; Oppermann, Reinhard; Russell, David
title: Role of human teacher in web-based intelligent tutoring systems
date: 2012-05-29
pages: 10
extension: .pdf
mime: application/pdf
words: 4499
sentence: 207
flesch: 44
cache: cache/jofdl-144.pdf
txt: txt/jofdl-144.txt
summary:
  Conceptions of teaching and their relationship to student learning. It may also be mixed and matched with other internet- based technologies (e.g., streaming audio/video) or non internet-based technologies (e.g., audio/video CDs) as well as human teachers (Kinshuk & Patel, 1996), in various configurations of Computer Integrated Learning Environments (CILE) to suit classroom based, open and distance learning.


id: jofdl-14
date: 2011-06-21
pages: 15
extension: .pdf
mime: application/pdf
words: 7669
sentence: 397
flesch: 44
cache: cache/jofdl-14.pdf
txt: txt/jofdl-14.txt
author:
  Maathuis-Smith, Sandra Elizabeth; Wellington, Shannon; Cossham, Amanda; Fields, Alison; Irvine, Jan; Welland, Sarah; Innes, Mary

title:
  Obtaining high retention and completion rates in a New Zealand ODL environment: A case study of strategies employed by Information and Library Studies Faculty at the Open Polytechnic

summary:
  Journal of Open, Flexible, and Distance Learning, 15(1) 31 Obtaining High Retention and Completion Rates in a New Zealand ODL Environment: A Case Study of Strategies Employed by Information and Library Studies Faculty at The Open Polytechnic Sandra Maathuis-Smith, The Open Polytechnic of New Zealand Shannon Wellington, The Open Polytechnic of New Zealand Amanda Cossham, The Open Polytechnic of New Zealand Alison Fields, The Open Polytechnic of New Zealand Jan Irvine, The Open Polytechnic of New Zealand Sarah Welland, The Open Polytechnic of New Zealand Mary Innes, The Open Polytechnic of New Zealand Abstract Open and distance learning (ODL) provides unique challenges for student retention and course completion. Information and Library Studies faculty, through a framework of action research, undertook an analysis of implementation strategies designed to support student retention and completion.


id: jofdl-97
author: Pohio, Lesley; Lee, Maryann
title: Re-visualising innovative online learning spaces in an early childhood teacher education programme
date: 2012-04-06
pages: 9
extension: .pdf
mime: application/pdf
words: 4659
sentence: 262
flesch: 46
cache: cache/jofdl-97.pdf
txt: txt/jofdl-97.txt
summary:
  This view is no different when it comes to creating distance online learning environments for tertiary education (New Zealand Council for Educational Research, 2004). Online learning communities in perspective.


id: jofdl-169
author: Bewley, Don
title: Distance education in New Zealand: An historical sketch
date: 2012-06-22
pages: 12
extension: .pdf
mime: application/pdf
words: 7866
sentence: 449
flesch: 56
cache: cache/jofdl-169.pdf
txt: txt/jofdl-169.txt
summary:
  Finally, like many histories, this brief account of New Zealand distance education has the An Historical Sketch DONALD BEWLEY p ALMERSTON NORTH NEW ZEALAND problem of where to start. (Owens, 1985, 17-25) Or did New Zealand distance education begin when Australian commercial correspondence courses were made accessible here?


id: jofdl-126
author: Barr, Hugh; Bright, Stephen; Clayton, John; Cox, Stephen; Gower, Beverley; Mitchell, David
date: 2012-05-22
pages: 4
extension: .pdf
mime: application/pdf
words: 1645
sentence: 94
flesch: 44
cache: cache/jofdl-126.pdf
txt: txt/jofdl-126.txt
title:
  Research in progress: Learning from adopters and resisters of e-learning in New Zealand polytechnics and institutes of technology

summary:
  The project briefly described in this paper seeks to determine the causes of disengagement and disinterest in the adoption of e-learning approaches among teaching faculty. • Ascertain why some tutors resist or refuse to adopt e-learning approaches; • Examine the relationship between institutional policies and on-the-ground realities with respect to e-learning; • Use data and conclusions from the project to draw up a set of institutional guidelines that might be used to encourage greater adoption of e-learning in polytechnics and institutes of technology.


id: jofdl-168
author: King, Bruce
title: Life, learning and flexible delivery
date: 2012-06-22
pages: 11
extension: .pdf
mime: application/pdf
words: 7022
sentence: 292
flesch: 47
cache: cache/jofdl-168.pdf
txt: txt/jofdl-168.txt
summary:
  Second, we need to understand whether there are similarly distinctive characteristics of or requirements for education throughout life, and specifically beyond the walls of our familiar teaching institutions, that are likely to be best served by flexible delivery. Finally, we need to consider the role of the educational professional in relation to both lifelong learning and flexible delivery to determine.


id: jofdl-151
author: Grote, Bill
title: Quality assurance in tertiary education: A discussion of current developments and practices
date: 2012-06-06
pages: 14
extension: .pdf
mime: application/pdf
words: 8338
sentence: 508
flesch: 56
cache: cache/jofdl-151.pdf
txt: txt/jofdl-151.txt
summary:
  The Australian Commit t e e for Quality Assurance in Higher Education (CQAHE) was established for 1993, 1994 and 1995. n -g o v e r nmental regulating organisations, whose task it is to establish norms for the methods and structure of teaching programmes, the qualifications of teaching f a c u l ty, and t h e facilities and equipment necessary to support instruction (World Guide to Higher Education, 1996).


id: jofdl-128
author: Page, Nicki
title: Introduction
date: 2012-05-23
pages: 2
extension: .pdf
mime: application/pdf
words: 656
sentence: 29
flesch: 48
cache: cache/jofdl-128.pdf
txt: txt/jofdl-128.txt
summary:
  The first paper sees Don Bewley continuing on from his earlier article Distance Education in New Zealand: An Historical Sketch (1996). Introduction NICKirPAGE CHRISTCHURCH POLYTECHNIC INSTITUTE OF TECHNOLOGY CHRISTCHURCH, NEW ZEALAND Since 1995 the Journal of Distance Learning has occupied an important and unique place in the body of literature pertaining to distance, open, and flexible learning in New Zealand.


id: jofdl-95
author: Taipjutorus, Widchaporn; Hansen, Sally; Brown, Mark
date: 2012-04-06
pages: 14
extension: .pdf
mime: application/pdf
words: 5443
sentence: 312
flesch: 52
cache: cache/jofdl-95.pdf
txt: txt/jofdl-95.txt
title:
  Investigating a relationship between learner control and self-efficacy in an online learning environment

summary:
  However, little research has been done to examine self-efficacy of online learners with different levels of learner control in a real online class setting. However, few studies have inspected the self-efficacy of online learners with different levels of learner control in a real online class setting.


id: jofdl-106
author: Stevens, Ken; Craig, Barbara
title: Two frameworks for preparing teachers for the shift from local to global educational environments
date: 2012-09-11
pages: 15
extension: .pdf
mime: application/pdf
words: 7477
sentence: 401
flesch: 47
cache: cache/jofdl-106.pdf
txt: txt/jofdl-106.txt
summary:
  Three stages in the digital integration of New Zealand schools. Before this initiative, AP courses had not been taught online or in rural schools in Canada or the United States.


id: jofdl-162
author: White, Cynthia
title: Eliciting and analysing expectations of novice distance learners
date: 2012-06-22
pages: 9
extension: .pdf
mime: application/pdf
words: 4505
sentence: 233
flesch: 57
cache: cache/jofdl-162.pdf
txt: txt/jofdl-162.txt
summary:
  N o 1. 1997 (c) Distance Educati on Assoc iation of New Zealand - 3 Are there areas of experience in which their expectations conflict with the realities of distance study? For this study it was decided that the most appropriate means of access to distance learner expectations would be individual rather than group based .


id: jofdl-115
author: Henderson, Judith Ann
title: Supporting learners: The tension between institutional provision and learners’ expectations
date: 2012-05-21
pages: 10
extension: .pdf
mime: application/pdf
words: 4916
sentence: 240
flesch: 47
cache: cache/jofdl-115.pdf
txt: txt/jofdl-115.txt
summary:
  Mills (2003) regards learning materials as part of academic teaching and therefore outside the framework of learner support. Thorpe (2003) sees the boundaries of learner support and course design and development blurring because of the nature of collaborative learning that is generated through online interaction and group activities.


id: jofdl-164
author: Zepke, Nick
date: 2012-06-22
pages: 9
extension: .pdf
mime: application/pdf
words: 4412
sentence: 316
flesch: 50
cache: cache/jofdl-164.pdf
txt: txt/jofdl-164.txt
title:
  Narrative and constructivism in cyberspace: Instructional design for distance delivery using hypertext on the internet

summary:
  Carver et al. concluded their paper by claiming that adaptive hypermedia based on student learning styles provide the ability to tailor individually the presentation of course materials to each student. CARVER, C. A., HOWARD, R. A., LEVELLE, E.1996: Enhancing student learning by incorporating learning styles into adaptive hypermedia .


id: jofdl-118
author: Stevens, Ken
title: Book Review
date: 2012-05-21
pages: 8
extension: .pdf
mime: application/pdf
words: 3935
sentence: 173
flesch: 47
cache: cache/jofdl-118.pdf
txt: txt/jofdl-118.txt
summary:
  Encyclopedia of distance learning, vols. This is probably the most extensive collection of papers ever to be published in the field of distance learning, and, at almost US$1,000, the most expensive.


id: jofdl-99
author: Hunt, Anthony Neil; Tickner, Sue
title: Cultural Dimensions of Learning in Online Teacher Education Courses
date: 2015-11-24
pages: 23
extension: .pdf
mime: application/pdf
words: 8329
sentence: 408
flesch: 43
cache: cache/jofdl-99.pdf
txt: txt/jofdl-99.txt
summary:
  Lecturers and teacher education students in online education courses could use such a tool to reflect on their own preferences and use that understanding to enhance their learning. Cultural dimensions of learning in online teacher education.


id: jofdl-175
author: McIlroy, Andrea; Hearn, Terry
title: Editorial
date: 2012-06-22
pages: 2
extension: .pdf
mime: application/pdf
words: 832
sentence: 39
flesch: 50
cache: cache/jofdl-175.pdf
txt: txt/jofdl-175.txt
summary:
  , Keith Harry noted that there is onl}',a handful of refereed journals in distance education, among them the American Journal of Distance Learning, Vall, No. 1, 1995 (c) Distance Education Association of New Zealand - 2 . Terry Hearn Editor, Journal of Distance Learning 1 Journal of Distance Learning, Vol 1, No. 1, 1995 (c) Distance Education Association of New Zealand 3


id: jofdl-153
author: McCahon, Rachel
title: How can we help? Supporting students in distance tertiary education: An evaluative study
date: 2012-06-06
pages: 12
extension: .pdf
mime: application/pdf
words: 5805
sentence: 287
flesch: 61
cache: cache/jofdl-153.pdf
txt: txt/jofdl-153.txt
summary:
  In addition, the results complement the research literature about student support in distance and open learning. This sense of identifying with the whole School and the staff being 'on their side' adds an important dimension to student support, implying that the whole being greater than the sum of its parts is a valid and relevant concept in delivering distance education.


id: jofdl-112
author: Booth, Russell
title: E-mentoring: Providing online careers advice and guidance
date: 2012-05-23
pages: 9
extension: .pdf
mime: application/pdf
words: 4516
sentence: 201
flesch: 52
cache: cache/jofdl-112.pdf
txt: txt/jofdl-112.txt
summary:
  We can therefore assume that a growing number of individuals are using online career assessments and seeking online career information, advice, and guidance. The traditional delivery method of careers information, advice, and guidance, especially in schools in New Zealand, is face-to-face and one-to-one or in groups through career education programmes.


id: jofdl-120
author: Roy, Philip
title: Learning management systems and the realities of using open source software
date: 2012-05-22
pages: 10
extension: .pdf
mime: application/pdf
words: 4917
sentence: 193
flesch: 53
cache: cache/jofdl-120.pdf
txt: txt/jofdl-120.txt
summary:
  It is important when looking at open source projects to realise that the projects you don’t see, the projects that failed or forked (development being split and taking separate paths) or had no clear direction, are as important to acknowledge and understand as those active projects being talked about throughout the e-learning community. Because of the “openness” of open source projects, the internal politics of development are often far more public than anything we might see in the commercial software development world.


id: jofdl-158
author: McLachlan-Smith, Claire
date: 2012-06-19
pages: 12
extension: .pdf
mime: application/pdf
words: 7382
sentence: 366
flesch: 58
cache: cache/jofdl-158.pdf
txt: txt/jofdl-158.txt
title:
  Designing for dialogue at a distance: Reflections on how to create and maintain an effective teaching-learning relationship with students

summary:
  It will first define the learning needs and characteristics of adult students and examine how to promote student learning at a distance. However, I have also included examples of where good teaching practice has positively influenced student learning.


id: jofdl-173
author: Brookfield, Barbara; MacFarlane, Louise
title: Identifying support needs of Maori students enrolled extramurally at Massey University
date: 2012-06-22
pages: 5
extension: .pdf
mime: application/pdf
words: 3620
sentence: 213
flesch: 64
cache: cache/jofdl-173.pdf
txt: txt/jofdl-173.txt
summary:
  i n t e d M a o r i liaison staff t o assist in recruitment of Maori students. The numbers of Maori students enrolled at Massey University more than trebled between 1987 and 1994.


id: jofdl-92
author: Falloon, Garry
title: Inside the virtual classroom: Student perspectives on affordances and limitations
date: 2012-04-06
pages: 19
extension: .pdf
mime: application/pdf
words: 7709
sentence: 417
flesch: 51
cache: cache/jofdl-92.pdf
txt: txt/jofdl-92.txt
summary:
  They found that, overall, students perceived tutor–student interaction as being “the stronger of the two interaction measures in terms of predicting effectiveness for both types of delivery” (p. 200) but that, in the online context, student–student interaction accounted for more variance in overall effectiveness than it did in conventional classrooms. Hrastinski (2008) compared the type of student interaction on asynchronous discussion forums with that of the same group using synchronous chat.


id: jofdl-122
author: Barbour, Michael
title: Design of web-based courses for secondary students
date: 2012-05-22
pages: 10
extension: .pdf
mime: application/pdf
words: 4705
sentence: 316
flesch: 62
cache: cache/jofdl-122.pdf
txt: txt/jofdl-122.txt
summary:
  This template provides the structure that CDLI course developers use to plug the content (i.e., text, image, and multimedia objects) into the actual course Web pages. Four individuals agreed to participate: two course developers and two individuals who were both course developers and teachers.


id: jofdl-114
author: Heinrich, Eva
title: Addressing efficiency and quality of marking in essay assessment with e-learning support
date: 2012-05-21
pages: 11
extension: .pdf
mime: application/pdf
words: 5450
sentence: 327
flesch: 51
cache: cache/jofdl-114.pdf
txt: txt/jofdl-114.txt
summary:
  Therefore, the success of e-learning tools in supporting essay assessment has been very limited. Then two novel e-learning tools for essay assessment are introduced and grounded in the theory.


id: jofdl-124
author: Alford, Michael; Oleniuk, Carolynn; Roffey, Sharon
date: 2012-05-22
pages: 12
extension: .pdf
mime: application/pdf
words: 5811
sentence: 275
flesch: 52
cache: cache/jofdl-124.pdf
txt: txt/jofdl-124.txt
title:
  Flexible learning templates for dispersed learners: Expanding the role of the content expert without pain

summary:
  We will describe the context, technology, and experiences to date with a set of bespoke but replicable learning templates. How to Promote FODE Options Berge (quoting his 1998 collaborative work with Schreiber) describes the four stages of organizational maturity in regard to distance education: separate and sporadic distance learning events; an infrastructure that supports distance learning; the existence in the organization of a distance learning policy; and distance learning is institutionalized.


id: jofdl-104
author: Willems, Julie Anne
title: Resilience as a quadripartite responsibility: Indigenous students and distance education
date: 2012-04-06
pages: 14
extension: .pdf
mime: application/pdf
words: 6388
sentence: 332
flesch: 33
cache: cache/jofdl-104.pdf
txt: txt/jofdl-104.txt
summary:
  Indigenous higher education student equity: Focusing on what works. Indigenous students are more likely to be female, of low socio-economic status, of mature age (the mean age is 28 years), responsible for the care of dependent others, first in the family to participate in higher education, and more likely to come from regional or remote areas of the nation.


id: jofdl-183
author: McIlroy, Andrea
title: The world of distance learning
date: 2012-06-22
pages: 4
extension: .pdf
mime: application/pdf
words: 1763
sentence: 100
flesch: 47
cache: cache/jofdl-183.pdf
txt: txt/jofdl-183.txt
summary:
  The Association aims to: • facilitate collaboration among distance education organisations in South Africa; • advocate awareness, understanding, and application of distance education amongst policy makers, practitioners and learners; • promote research and evaluation of distance learning in South Africa; • exert influence with regard to adequate policy (including financial support) for distance education; • advance the professional interests of distance education practitioners; and • promote and enhance quality assurance in distance education. The article, by Chris Dede, is entitled 'The evolution of distance education emerging technologies and dis'tributed learning'.


id: jofdl-203
author: Adelstein, David
title: Book Review - Making the move to K–12 online teaching: Research-based strategies and practices
date: 2013-05-17
pages: 2
extension: .pdf
mime: application/pdf
words: 909
sentence: 44
flesch: 51
cache: cache/jofdl-203.pdf
txt: txt/jofdl-203.txt
summary:
  The audiences for this book are virtual educators who want to expand their virtual experience, and new teachers who want to enter the field. The ideas here will undoubtedly be of use to virtual educators who want to create an inclusive community.


id: jofdl-189
author: McGuigan, Nicholas
title: From digital natives to digital wisdom: Hopeful essays for 21st century learning
date: 2012-09-11
pages: 3
extension: .pdf
mime: application/pdf
words: 1443
sentence: 52
flesch: 38
cache: cache/jofdl-189.pdf
txt: txt/jofdl-189.txt
summary:
  Prensky’s purpose in this text remains practical in nature, lifting the proverbial veil for educators to see education from “a different perspective—and, from that new perspective, to arrive on their own at new insights and ideas about what to do differently” (p. 5). Prensky challenges 21st educators to Book Reviews 48 reboot learning in order to better prepare students for 21st century careers where, often, nothing remains constant.


id: jofdl-187
author: Nichols, Mark
title: Editorial
date: 2012-09-11
pages: 2
extension: .pdf
mime: application/pdf
words: 1051
sentence: 55
flesch: 52
cache: cache/jofdl-187.pdf
txt: txt/jofdl-187.txt
summary:
  i Editorial Since undertaking my own Masters study with the Open University, UK, I have been a strong advocate for the efficacy of distance education. Working at Open Polytechnic is the fulfilment of a desire that can be traced back to completion of my MA in Open and Distance Education, graduating in 2001.1 I have experienced the potential of distance education and have benefited greatly from the opportunities it provides.


id: jofdl-119
author: Anderson, Bill; Simpson, Mary
title: Introduction
date: 2012-05-22
pages: 2
extension: .pdf
mime: application/pdf
words: 865
sentence: 43
flesch: 54
cache: cache/jofdl-119.pdf
txt: txt/jofdl-119.txt
summary:
  The concept of “e-learning” is foundational to every item in this issue. Six hundred thousand dollars has been committed to e-learning research in the two rounds of the TeLRF.


id: jofdl-16
author: Simpson, Mary
title: Ethical practices and implications in distance learning
date: 2011-06-21
pages: 2
extension: .pdf
mime: application/pdf
words: 1032
sentence: 57
flesch: 53
cache: cache/jofdl-16.pdf
txt: txt/jofdl-16.txt
summary:
  Experienced or not, all distance educators need to consider ethical issues and their response to them. Overall, the book attempts to provide a philosophical base for considering ethical issues and a collective source of wisdom for practitioners to draw on.


id: jofdl-181
author: Hearn, Terry
title: The world of distancce learning
date: 2012-06-22
pages: 4
extension: .pdf
mime: application/pdf
words: 2254
sentence: 152
flesch: 68
cache: cache/jofdl-181.pdf
txt: txt/jofdl-181.txt
summary:
  Students had a three-week warm-up period in o r d e r to b e c o m e familiar i o n p r o g r a m m e s ; and ClarisWorks f o r preparing r e p o r t s and presentations, reading articles and doing richer data analyses.


id: jofdl-179
author: Stevens, Ken
title: Book Reviews
date: 2012-06-22
pages: 4
extension: .pdf
mime: application/pdf
words: 2721
sentence: 147
flesch: 53
cache: cache/jofdl-179.pdf
txt: txt/jofdl-179.txt
summary:
  Nevertheless, I would like to have read more about international collaboration as, in the late twentieth century, inter-institutional arrangements increasingly extend well beyond regional and national frontiers Moran and Mugridge have, h o w e v e r, effectively summarised the main trends in collaboration in distance education: the accommodation of institutional c u l t u r e s . Collaboration in Distance Education is one of the first publications in the new Routledge series in distance education and provides educators, managers and policy makers with a v a r


id: jofdl-116
author: Wyles, Richard
title: Open source software and the New Zealand education system: A response to Roy
date: 2012-05-21
pages: 6
extension: .pdf
mime: application/pdf
words: 2600
sentence: 130
flesch: 52
cache: cache/jofdl-116.pdf
txt: txt/jofdl-116.txt
summary:
  While assertive, leaders of open source projects necessarily have a high profile within the community and rely on persuasion and their own coding prowess to convince others to follow a particular development roadmap. The reality that open source projects may require high-level expertise is a moot point.


id: jofdl-127
author: Nichols, Mark; Stevens, Ken; Higgins, Andrew
title: Book Reviews
date: 2012-05-22
pages: 7
extension: .pdf
mime: application/pdf
words: 3368
sentence: 154
flesch: 47
cache: cache/jofdl-127.pdf
txt: txt/jofdl-127.txt
summary:
  In her passionate defence of face-to-face teaching, Brabazon inadvertently neglects the power of effectively designed and delivered online distance education and implies that the classic lecture represents the pinnacle of teaching. This approach is common in distance learning, but it might be novel for some face-to- face teaching institutions.


id: jofdl-171
author: Hussa, Jukka
title: Distance education in the school environment: integrating remote classrooms by video conferencing
date: 2012-06-22
pages: 11
extension: .pdf
mime: application/pdf
words: 6731
sentence: 374
flesch: 48
cache: cache/jofdl-171.pdf
txt: txt/jofdl-171.txt
summary:
  In sparsely populated areas (for example, in Australia, Canada, and the United States) there are traditions in the use of distance education at the school level. A transition from print and postal-based materials traditionally used in distance education with adult learners to the more interactive and technology-based systems has been apparent.


id: jofdl-177
author: Cull, Mary; Walker, Robyn
title: Moments of truth: Managing the face-to-face encounter in distance learning
date: 2012-06-22
pages: 8
extension: .pdf
mime: application/pdf
words: 5030
sentence: 267
flesch: 54
cache: cache/jofdl-177.pdf
txt: txt/jofdl-177.txt
summary:
  Distance students are used to a relatively secluded study environment and the prospect of a group experience might be daunting. As team teachers we have not only experienced the synergy described above but are very aware of many other benefits that accrue from working closely with another person.


id: jofdl-188
author: Scholes, Vanessa
title: Learning theory and online technologies
date: 2012-09-11
pages: 2
extension: .pdf
mime: application/pdf
words: 1048
sentence: 40
flesch: 39
cache: cache/jofdl-188.pdf
txt: txt/jofdl-188.txt
summary:
  She has authored or co-authored more than twenty book chapters, many dealing with online learning or online networks. The chapter ends by referring to a large-scale study in which faculty noted some barriers with regard to implementing online learning that could be alleviated at an institutional level.


id: jofdl-190
author: Zaka, Pinelopi
title: Meaningful learning with technology
date: 2012-09-11
pages: 3
extension: .pdf
mime: application/pdf
words: 1507
sentence: 54
flesch: 34
cache: cache/jofdl-190.pdf
txt: txt/jofdl-190.txt
summary:
  Meaningful learning with technology (4th ed.). Meaningful Learning with Technology has a promising title that directly conveys the book’s focus on the use of technology in the classroom—not as an end in itself, but as a way to promote meaningful learning for students—and it builds the reader’s expectations for a rewarding reading experience.


id: jofdl-125
author: Marshall, Stephen
date: 2012-05-22
pages: 6
extension: .pdf
mime: application/pdf
words: 2468
sentence: 130
flesch: 38
cache: cache/jofdl-125.pdf
txt: txt/jofdl-125.txt
title:
  Determination of New Zealand tertiary institution e-learning capability: An application of an e-learning maturity model

summary:
  Levels Level Focus 5: Optimising Continual improvement in all aspects of the e-learning process 4: Managed Ensuring the quality of both the e-learning resources and student learning outcomes 3: Defined Defined process for development and support of e-learning 2: Planned Clear and measurable objectives for e-learning projects 1: Initial Ad-hoc processes 0: Not performed Not done at all The expectation from the experience of software maturity models (SEI, 2004) is that most, if not all, organisations will perform poorly under this model over the majority of areas assessed. NEW ZEALAND RATIONALE A significant challenge facing most tertiary institutions is identifying organisational strategic and operational priorities for investment in e-learning capability—in short, containing the rising cost of e-learning infrastructure while maximising the educational outcomes for students.


id: jofdl-129
author: Bewley, Don
title: An historical overview of flexible learning in New Zealand from 1990 to the present
date: 2012-05-23
pages: 12
extension: .pdf
mime: application/pdf
words: 5486
sentence: 269
flesch: 42
cache: cache/jofdl-129.pdf
txt: txt/jofdl-129.txt
summary:
  From the mid-1980s, however, both major political parties have markedly differentiated their education policies, resulting in radical changes to the infrastructure of New Zealand education. This overview reports on how various educational ideas, systems, and practices have interacted with each other­ flexible learning, public policy, and the response of New Zealand institutions.


id: jofdl-192
author: Pratt, Keryn; Pullar, Ken
title: OtagoNet: One region’s model for virtual schooling
date: 2013-05-15
pages: 11
extension: .pdf
mime: application/pdf
words: 5637
sentence: 325
flesch: 54
cache: cache/jofdl-192.pdf
txt: txt/jofdl-192.txt
summary:
  While previous research (e.g., Barbour, 2011; Barbour & Reeves, 2009) seems to suggest that in order to succeed at virtual schooling students needed to be highly motivated and independent learners, this did not seem to be the case with this group of students. Teaching approaches As identified previously, OtagoNet teachers are timetabled for one 50-minute video-conference session each week.


id: jofdl-105
author: Bennett, Carolyn; Barbour, Michael K
title: The FarNet journey: Perceptions of Māori students engaged in secondary online learning
date: 2012-04-06
pages: 16
extension: .pdf
mime: application/pdf
words: 6951
sentence: 388
flesch: 58
cache: cache/jofdl-105.pdf
txt: txt/jofdl-105.txt
summary:
  In many instances, the knowledge, skills, and aptitudes that Māori students need to be successful in this environment may be different than for other students, so keeping up to date with what is known about effective pedagogical strategies for Māori students will allow e-teachers to begin to consider how those best practices translate into the online learning environment. Bennett, C., & Barbour, M., K. 90 Second, as the author/researcher was the e-principal of one of the VLN e-learning clusters, the many transcribed hours of e-student voices and the messages that were heard over the year became an exceptionally powerful tool. Therefore, we recommend that all e-principals, e- teachers, and schools participating in the VLN would benefit from the systematic collection of data—in particular e-student perceptions—to ensure that student needs are being fully met in this innovative new environment.


id: jofdl-195
author: Barbour, Michael K; Bennett, Carolyn
date: 2013-05-15
pages: 12
extension: .pdf
mime: application/pdf
words: 5942
sentence: 301
flesch: 50
cache: cache/jofdl-195.pdf
txt: txt/jofdl-195.txt
title:
  The FarNet journey: Effective teaching strategies for engaging Māori students on the Virtual Learning Network

summary:
  The online survey elicited e-teachers’ opinions on effective professional development, online class size, building relationships in the online environment, communication methods, Web 2.0 tools, student collaboration, e-teacher support, and reflective practice (see Appendix A). Sample of e-teacher responses “Interaction with students and giving them responsibility.”


id: jofdl-204
author: Owen, Hazel
title: Interview with Eddie Reisch
date: 2013-05-17
pages: 9
extension: .pdf
mime: application/pdf
words: 3836
sentence: 176
flesch: 59
cache: cache/jofdl-204.pdf
txt: txt/jofdl-204.txt
summary:
  And what do you think are the main differences in fostering blended learning communities in K–12 compared with higher education? Hazel Owen: Learning in blended learning communities isn’t necessarily suitable for every student.


id: jofdl-123
author: Kuiper, Koenraad; McMurtrie, Colin; Ronald, Gregor
title: E-lectures within an integrated multimedia course design
date: 2012-05-22
pages: 9
extension: .pdf
mime: application/pdf
words: 4531
sentence: 214
flesch: 61
cache: cache/jofdl-123.pdf
txt: txt/jofdl-123.txt
summary:
  Students were asked to provide feedback to the lecturer on the quizzes, and numerous corrections and improvements were made as a result of students using the quizzes and e-mailing the lecturer. Many students are clearly attracted by this opportunity.


id: jofdl-185
author: Dreaver, Glenise; Hearn, Terry
title: The world of learning
date: 2012-06-22
pages: 6
extension: .pdf
mime: application/pdf
words: 2723
sentence: 111
flesch: 37
cache: cache/jofdl-185.pdf
txt: txt/jofdl-185.txt
summary:
  For further information contact Kay Pole, Course Director, Open University, Institute of Educational Technology, Milton Keynes MK7 6AA, Tel. 00441908 65263; Fax 0044 1908 653744; E-mail k.pole @ open.ac.uk Journal of Distance Learning, Vol 2, No.1, 1996 (c) Distance Education Association of New Zealand 58 Educational Techno logy 2000 The Commonwealth of Learning, together with Intertrade Lanka Management (Pvt) Ltd and the Asian Mass Communication Research and Information Centre, is organising an international exhibition and conference on distance education technologies. By various means, but mainly through the partnership of TV presenter and classroom teacher, we. have sought to overcome the one way communication usually associated with broadcast technologies for distance education.


id: jofdl-176
author: Amaru, Lois; Rae, Mary; Shadbolt, Peter
date: 2012-06-22
pages: 12
extension: .pdf
mime: application/pdf
words: 5999
sentence: 309
flesch: 50
cache: cache/jofdl-176.pdf
txt: txt/jofdl-176.txt
title:
  Tangata Whenua in distance education: An emerging model for isolated Maori secondary students in the Correspondence School

summary:
  They were to: • set up Te Hautanga-a-Rohe (advisory iwi group) to help to identify educational needs among Maori people; support Maori students in their Correspondence School studies and in the recognition of their Maori identity; identify iwi resources which could be used to help Correspondence School Maori student. National educational characteristics and student performance for Maori students show a dismal picture, but not quite as gloomy as that for the Correspondence School's Maori students.


id: jofdl-217
author: Khoo, Elaine; Hight, Craig; Cowie, Bronwen; Torrens, Rob; Ferrarelli, Lisabeth
title: Software literacy and student learning in the tertiary environment: PowerPoint and beyond
date: 2014-08-14
pages: 16
extension: .pdf
mime: application/pdf
words: 7335
sentence: 344
flesch: 50
cache: cache/jofdl-217.pdf
txt: txt/jofdl-217.txt
summary:
  Consequently, we favour a more formal acknowledgement of (and focus on) lecturer and student software literacy by tertiary institutions. However, these concepts do not go far enough—they do not focus on lecturer and student critique of particular software in terms of its affordances and constraints, and how these affordances and constraints shape the way knowledge within a discipline is presented and communicated to affect student learning.


id: jofdl-225
author: Edmunds, Bronwyn; Hartnett, Maggie
title: Using an online Learning Management System to personalise learning for primary students
date: 2014-08-14
pages: 19
extension: .pdf
mime: application/pdf
words: 7265
sentence: 383
flesch: 49
cache: cache/jofdl-225.pdf
txt: txt/jofdl-225.txt
summary:
  The teachers monitored student learning, modifying their classroom programme to reflect what they had learned about student needs. Figure 4 Art Week reflective questions posed by the teacher, and a student response Insight into student learning was also gained from the learning links area in the LMS.


id: jofdl-121
author: Major, Jae
title: Teacher education for cultural diversity: Online and at a distance
date: 2012-05-22
pages: 12
extension: .pdf
mime: application/pdf
words: 6220
sentence: 314
flesch: 48
cache: cache/jofdl-121.pdf
txt: txt/jofdl-121.txt
summary:
  Constructivist pedagogy is promoted as highly appropriate for culturally responsive teaching, but is something that student teachers must experience in their own learning if it is to be understood and adopted into their teaching (Villegas & Lucas, 2002). ONLINE TEACHER EDUCATION FOR DIVERSITY ML232, Language and Culture in the Classroom, uses online discussion as a central means of engaging students with course content.


id: jofdl-174
author: Stevens, Ken
title: Book Reviews
date: 2012-06-22
pages: 5
extension: .pdf
mime: application/pdf
words: 2560
sentence: 97
flesch: 43
cache: cache/jofdl-174.pdf
txt: txt/jofdl-174.txt
summary:
  It provides a good introduction into the nature of distance education as seen by Otto Peters: Distance education can be defined as the most industrial form of teaching and learning. The essays collected here range from 1965 to 1993 and effectively span the history of distance education and provide the reader with an overview of the important issues in its development.


id: jofdl-213
author: Beck, Dennis; Maranto, Robert
date: 2014-12-23
pages: 24
extension: .pdf
mime: application/pdf
words: 8634
sentence: 534
flesch: 54
cache: cache/jofdl-213.pdf
txt: txt/jofdl-213.txt
title:
  Empowering Teachers? An Exploratory Study of Personnel Practices in Virtual Charter Schools in the United States

summary:
  Virtual school teachers in these schools appeared to trust their current head administrator better than those in their previous, brick-and-mortar school (large effect size, r = .51). Virtual school teachers in these two schools rated their current school better than their previous, brick-and-mortar school on how the leadership consults with teachers regarding matters that affect the school (medium effect size).


id: jofdl-199
author: Sudlow, Darren
title: Book Review - eLearnings: Implementing a national strategy for ICT in education, 1998-2010
date: 2013-05-15
pages: 3
extension: .pdf
mime: application/pdf
words: 1423
sentence: 55
flesch: 49
cache: cache/jofdl-199.pdf
txt: txt/jofdl-199.txt
summary:
  While this section is not directly relevant to practice, these articles do provide a context for understanding our current challenges—how to shift teacher practice and how to ensure that the use of e-learning is less about technology and more about learning. Those involved in implementing strategies for developing virtual learning at any level (i.e., fully online or blended) will find little of direct relevance (i.e., only one or two articles directly address the issue of virtual learning), but will still find much that applies in that context.


id: jofdl-19
author: Hartnett, Maggie; St. George, Alison; Dron, Jon
title: Being together - factors that unintentionally undermine motivation
date: 2011-06-21
pages: 16
extension: .pdf
mime: application/pdf
words: 7954
sentence: 425
flesch: 47
cache: cache/jofdl-19.pdf
txt: txt/jofdl-19.txt
summary:
  The impact of time pressures due to external factors on student motivation (Reeve et al., 2004) and decisions to persist or drop out (Kuh, 2003) are well documented. When considering the many factors that affect student motivation it is not possible, or desirable, to consider any factors in isolation.


id: jofdl-178
author: Stevens, Ken
date: 2012-06-22
pages: 7
extension: .pdf
mime: application/pdf
words: 4419
sentence: 191
flesch: 43
cache: cache/jofdl-178.pdf
txt: txt/jofdl-178.txt
title:
  Geographic isolation and technological change: A new vision of teaching and learning in rural schools in New Zealand

summary:
  Teachers in small rural schools often have to advance professionally more rapidly than those in larger institutions with heads of departments to make both pedagogical and organisational decisions for them (Stevens, 1991b). Management and pedagogy have always been closely interrelated in small rural schools where both have usually been the responsibility of the same person.


id: jofdl-17
author: Powell, Allison; Barbour, Michael
title: An Examination of Government Policies for E-Learning in New Zealand’s Secondary Schools
date: 2011-06-21
pages: 15
extension: .pdf
mime: application/pdf
words: 7687
sentence: 369
flesch: 42
cache: cache/jofdl-17.pdf
txt: txt/jofdl-17.txt
summary:
  Keywords: distance education; e-learning; K–12; North America; policy Introduction E-learning is a powerful instructional strategy because it transcends the boundaries of traditional classroom instruction. E-learning: Defined and operationalised The term e-learning has been used in many contexts to refer to or mean different things.


id: jofdl-202
author: Barbour, Michael K; Pratt, Keryn
title: Editorial Introduction
date: 2013-05-15
pages: 2
extension: .pdf
mime: application/pdf
words: 1059
sentence: 56
flesch: 45
cache: cache/jofdl-202.pdf
txt: txt/jofdl-202.txt
summary:
  This special issue begins to address the lack of research into schools sector distance education. There are many different and diverse models of distance education delivery happening in the schools sector, much of which is going unnoticed by the larger distance education community.


id: jofdl-193
author: Zaka, Pinelopi
date: 2013-05-15
pages: 17
extension: .pdf
mime: application/pdf
words: 7966
sentence: 400
flesch: 49
cache: cache/jofdl-193.pdf
txt: txt/jofdl-193.txt
title:
  A case study of blended teaching and learning in a New Zealand secondary school, using an ecological framework

summary:
  Her research interests include blended school education, educational change with digital technologies, and e-learning in science teaching and learning. How may teacher learning be promoted for educational renewal with IT?


id: jofdl-214
author: Jacoby, Jean
title: The disruptive potential of the Massive Open Online Course: A literature review
date: 2014-08-14
pages: 13
extension: .pdf
mime: application/pdf
words: 6378
sentence: 340
flesch: 43
cache: cache/jofdl-214.pdf
txt: txt/jofdl-214.txt
summary:
  However, Zutshi, O’Hare, and Rodafinos’s (2013) analysis of blog postings by MOOC participants shows that students have mixed responses to their MOOC experience, and they suggest that managing the workload is one of the biggest challenges for students. Others distinguish between disruptive business model innovations and disruptive product or technology innovations (Markides, 2006).


# url

id: jofdl-272
domain: www.education.govt.nz
url:
  http://www.education.govt.nz/further-education/policies-and-strategies/tertiary-educationstrategy/new-collapsible-item-4


id: jofdl-272
domain: process.op.ac.nz
url:
  http://process.op.ac.nz/assets/uploads/designing-for-learner-success-full-paper-sp-v2-30oct-2014.pdf


id: jofdl-266
domain: research.collegeboard.org
url:
  https://research.collegeboard.org/sites/default/files/publications/2013/8/presentation-apac2013-first-generation-college-aspirations-preparedness-challenges.pdf


id: jofdl-266
domain: www.dailytexanonline.com
url:
  http://www.dailytexanonline.com/news/2013/11/07/deans-standat-center-of-university-fundraising-efforts


id: jofdl-266
domain: go8.edu.au
url:
  https://go8.edu.au/sites/default/files/docs/backgrounder-future-demand-forhigher-education-in-australia.pdf


id: jofdl-266
domain: www.insidehighered.com
url:
  https://www.insidehighered.com/news/2015/08/05/student-droput-rates-soar-australianuniversities-open-admissions-access


id: jofdl-266
domain: www.bloomberg.com
url:
  http://www.bloomberg.com/news/articles/2014-04-14/small-u-scolleges-battle-death-spiral-as-enrollment-drops


id: jofdl-266
domain: www.moodys.com
url:
  https://www.moodys.com/research/moodys-one-third-of-us-colleges-facing-falling-orstagnant--pr_263437


id: jofdl-266
domain: www.nytimes.com
url:
  http://www.nytimes.com/2013/04/14/education/edlife/many-colleges-and-universitiesface-financial-problems.html?pagewanted=all&_r=0


id: jofdl-263
domain: www.telegraph.co.uk
url:
  http://www.telegraph.co.uk/culture/books/booknews/11335718/the-kindle-is-dead-the-bookis-back.-or-is-it.html


id: jofdl-245
domain: www.thersa.org
url:
  http://www.thersa.org/__data/assets/pdf_file/0004/1543450/bera-rsa-research-teachingprofession-full-report-for-web-2.pdf


id: jofdl-245
domain: www.thersa.org
url:
  http://www.thersa.org/__data/assets/pdf_file/0004/1543450/bera-rsa-research-teaching-profession-full-report-for-web-2.pdf


id: jofdl-245
domain: nzcurriculum.tki.org.nz
url:
  http://nzcurriculum.tki.org.nz/curriculum-stories/case-studies/teachers-as-learnersinquiry/teaching-as-inquiry


id: jofdl-245
domain: nzcurriculum.tki.org.nz
url:
  http://nzcurriculum.tki.org.nz/curriculum-stories/case-studies/teachers-as-learners-inquiry/teaching-as-inquiry


id: jofdl-232
domain: edocs.uis.edu
url:
  https://edocs.uis.edu/departments/lis/course_pages/lis301/papers/how_college_effects_students_534-545.pdf


id: jofdl-251
domain: www.lianza.org.nz
url:
  http://www.lianza.org.nz/anton-angelo-and-peter-lund-evolving-business-model-scholarlypublishing-exploring-payment-article


id: jofdl-251
domain: scholarlykitchen.sspnet.org
url:
  http://scholarlykitchen.sspnet.org/2014/08/14/housecleaning-at-the-directory-of-open-access-journals


id: jofdl-251
domain: www.lianza.org.nz
url:
  http://www.lianza.org.nz/anton-angelo-and-peter-lund-evolving-business-model-scholarly-publishing-exploring-payment-article


id: jofdl-251
domain: www.jisc-collections.ac.uk
url:
  https://www.jisc-collections.ac.uk/global/news%20files%20and%20docs/ipl-jisc-totalcost-of-ownership-data-capture-report.pdf


id: jofdl-251
domain: www.jisc-collections.ac.uk
url:
  https://www.jisc-collections.ac.uk/global/news%20files%20and%20docs/ipl-jisc-total-cost-of-ownership-data-capture-report.pdf


id: jofdl-311
domain: www.huronconsultinggroup.com
url:
  https://www.huronconsultinggroup.com/resources/higher-education/report-instructionaldesigners-in-higher-education


id: jofdl-273
domain: flanz.org.nz
url:
  http://flanz.org.nz/flanzorg/wpcontent/uploads/2016/06/deanz16-conference-proceedings11-april.pdf#page=224


id: jofdl-302
domain: www.maramatanga.ac.nz
url:
  http://www.maramatanga.ac.nz/project/intergenerational-reality-m-ori-small-and-mediumsized-enterprises-sme-building-resilience-m


id: jofdl-278
domain: www.digitaljlearning.org
url:
  http://www.digitaljlearning.org/blog/2014/02/12/using-blendedlearning-maximize-classroom-time#.u3amcyf_txi


id: jofdl-278
domain: www.parliament.nz
url:
  https://www.parliament.nz/resource/ennz/49scfdt_adv_00dbsch_inq_7668_1_a60120/f791d7563c97f6ba498aa8ef942e1bca


id: jofdl-278
domain: www.mfat.govt.nz
url:
  https://www.mfat.govt.nz/assets/_securedfiles/aid-prog-docs/evaluations/cooks-islandseducation-desk-evaluation-report-2015-final.pdf


id: jofdl-323
domain: teachonline.ca
url:
  https://teachonline.ca/tools-trends/bestpractices-around-world-including-ontario/edtech-startups-directory


id: jofdl-323
domain: www.cea-ace.ca
url:
  http://www.cea-ace.ca/blog/andrew-campbell/2016/11/4/teaching-and-learning%e2%80%9cpost-truth%e2%80%9d-world


id: jofdl-271
domain: www.tec.govt.nz
url:
  http://www.tec.govt.nz/learnersorganisations/learners/performance-in-tertiary-education/what-the-indicators-mean


id: jofdl-259
domain: www.uis.unesco.org
url:
  http://www.uis.unesco.org/statisticalcapacitybuilding/workshop%20documents/communication%20workshop%20dox/paris%202014/ict-infrastructure-schools-en.pdf


id: jofdl-228
domain: akoaotearoa.ac.nz
url:
  https://akoaotearoa.ac.nz/download/ng/file/group-5/intervention-for-retentionthrough-distance-education-a-comparison-study.pdf


id: jofdl-228
domain: akoaotearoa.ac.nz
url:
  https://akoaotearoa.ac.nz/download/ng/file/group-5/intervention-for-retention-through-distance-education-a-comparison-study.pdf


id: jofdl-308
domain: www.ero.govt.nz
url:
  http://www.ero.govt.nz/national-reports/supporting-schoolimprovement-through-effective-teacher-appraisal-may-2014/national-report-summarysupporting-school-improvement-through-effective-teacher-appraisal-march-2014


id: jofdl-300
domain: thejournal.com
url:
  https://thejournal.com/articles/2016/06/20/president-unveilsnew-initiatives-during-national-week-of-making.aspx?admgarea=features1


id: jofdl-300
domain: www.usatoday.com
url:
  http://www.usatoday.com/story/tech/news/2016/04/08/virtualreality-tested-tool-confront-racism-sexism/82674406


id: jofdl-300
domain: techcrunch.com
url:
  https://techcrunch.com/2014/03/03/study-massive-online-courses-enroll-an-average-of-43000students-10-completion


id: jofdl-300
domain: thejournal.com
url:
  https://thejournal.com/articles/2016/06/20/president-unveils-new-initiatives-during-national-week-of-making.aspx?admgarea=features1


id: jofdl-300
domain: www.usatoday.com
url:
  http://www.usatoday.com/story/tech/news/2016/04/08/virtual-reality-tested-tool-confront-racism-sexism/82674406


id: jofdl-300
domain: techcrunch.com
url:
  https://techcrunch.com/2014/03/03/study-massive-online-courses-enroll-an-average-of-43000-students-10-completion


id: jofdl-300
domain: thejournal.com
url:
  https://thejournal.com/articles/2014/08/05/openstax-aims-to-bringfree-digital-textbooks-to-high-schools.aspx


id: jofdl-300
domain: thejournal.com
url:
  https://thejournal.com/articles/2014/08/05/openstax-aims-to-bring-free-digital-textbooks-to-high-schools.aspx


id: jofdl-300
domain: www.onlinecoursereport.com
url:
  http://www.onlinecoursereport.com/state-of-the-mooc-2016-a-year-of-massive-landscapechange-for-massive-open-online-courses


id: jofdl-300
domain: www.onlinecoursereport.com
url:
  http://www.onlinecoursereport.com/state-of-the-mooc-2016-a-year-of-massive-landscape-change-for-massive-open-online-courses


id: jofdl-300
domain: campustechnology.com
url:
  http://campustechnology.com/articles/2015/08/05/how-nanodegrees-are-disrupting-higher-education.aspx


id: jofdl-13
domain: landing.athabascau.ca
url:
  https://landing.athabascau.ca/pg/blog/gsiemens/read/18304/moving-the-social-networkedlearning-the-landing-forward


id: jofdl-13
domain: prezi.com
url:
  http://prezi.com/axvbbw1in-n6/bringing-the-learning-to-you-virtual-professional-development-communities


id: jofdl-13
domain: landing.athabascau.ca
url:
  https://landing.athabascau.ca/pg/blog/gsiemens/read/18304/moving-the-social-networked-learning-the-landing-forward


id: jofdl-13
domain: www.ibe.unesco.org
url:
  http://www.ibe.unesco.org/fileadmin/user_upload/publications/educational_practices/edpractices_18.pdf


id: jofdl-391
domain: www.gov.uk
url:
  https://www.gov.uk/government/publications/digital-inclusion-andskills-policy/digital-skills-and-inclusion-policy


id: jofdl-391
domain: www.digital.govt.nz
url:
  https://www.digital.govt.nz/digital-government/digital-transformation/digital-inclusion/digitalinclusion-blueprint/


id: jofdl-391
domain: www.digital.govt.nz
url:
  https://www.digital.govt.nz/digital-government/digital-transformation/digital-inclusion/digitalinclusion-research-agenda


id: jofdl-391
domain: vln.school.nz
url:
  https://vln.school.nz/groups/profile/572/the-vln-communityhome-of-the-learning-communities-online-lco


id: jofdl-276
domain: secure.utas.edu.au
url:
  https://secure.utas.edu.au/curriculum-renewal-secure/documents/degrees-ofdifference-the-university-of-tasmania-education-model.pdf


id: jofdl-276
domain: www.teachinglearning.utas.edu.au
url:
  http://www.teachinglearning.utas.edu.au/__data/assets/pdf_file/0020/439013/technology-enhanced-learning-andteaching-white-paper-academic-senate-15-november-2013.pdf


id: jofdl-231
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