International Review of Research in Open and Distance Learning

Description

  • Impact factor
    0.69
  • 5-year impact
    0.00
  • Cited half-life
    5.50
  • Immediacy index
    0.14
  • Eigenfactor
    0.00
  • Article influence
    0.00
  • ISSN
    1492-3831

Publications in this journal

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    ABSTRACT: Drawing upon cultural-historical activity theory, this research analyzed the structural contradictions existing in a variety of educational activities among a group of alienated adult students in Korea National Open University (KNOU). Despite KNOU’s quantitative development in student enrollment, the contradictions shed light on how the institution’s top-down, bureaucratic pedagogical system collided with individual expectations and needs. In particular, the participants’ critical viewpoints demonstrate the incompatible social roles that the open and distance higher education institution plays in Korean society. For example, while KNOU contributes to extending higher education opportunities for those who have unmet educational needs, the value of the KNOU degree has not been socially acknowledged since there is little, if any, competition in the entrance process. This study also documents how these contradictions were culturally and historically embedded in the participants’ distance higher education activities. Given the persistent contradictions, the research findings illuminate that KNOU’s efficiency-oriented model has not effectively facilitated the students’ learning as its distance higher education system is inevitably based on a compromise between a competitive, quality curriculum and the efficient extension of audiences.
    International Review of Research in Open and Distance Learning 02/2014; 15(1):41-61.
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    ABSTRACT: This project ascertains how well students taking online, distance education courses at a Canadian university recognize plagiarised material and how well they paraphrase. It also assesses the types of errors made. Slightly more than half of 420 psychology students correctly selected plagiarised phrases from four multiple choice questions. Only a minority was able to rewrite a phrase properly in their own words. A more diverse sample of university students also had difficulty recognizing plagiarised passages from multiple choice options. The poor ability of students to identify plagiarised passages may suggest poor understanding of the concept. Students may benefit from training to improve their understanding of plagiarism.
    International Review of Research in Open and Distance Learning 02/2014; 15(1):227-248.
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    ABSTRACT: This paper reports research on the implementation of a web-based videoconferencing tool (Interwise) for synchronous learning sessions on an industrial technology course offered through a university in northern Taiwan. The participants included undergraduate students from the same course offered in two different semesters. We investigated students' perceptions of interactions with the instructor and fellow students, their confidence in utilizing the Internet (Internet self-efficacy), and the satisfaction level that students perceived throughout the learning process with Interwise. We also examined the effect of interactions and Internet self-efficacy on student satisfaction. Data collected through paper-based and online surveys were analyzed using correlation and multiple regression. The results revealed that overall, learners perceived interwise as a tool that was moderately easy to use for synchronous learning. Learners seemed to prefer using the Interwise features, such as emotion icons, talk, or raise hand, to interact with their instructor. Learners had high confidence in gathering data or getting support through the Internet, but low confidence in resolving Internet related problems. Both learner-learner and learner-instructor interactions were significant predictors of student satisfaction, while Internet self-efficacy did not significantly contribute to satisfaction. Learner-instructor interaction was found to be the strongest predictor of student satisfaction.
    International Review of Research in Open and Distance Learning 02/2014; 15(1):161-181.
  • International Review of Research in Open and Distance Learning 07/2013; 14(3):228 - 250.

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