International Review of Research in Open and Distance Learning Journal Impact Factor & Information

Publisher: Athabasca University Press

Current impact factor: 0.69

Impact Factor Rankings

Additional details

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

Publisher details

Athabasca University Press

  • Pre-print
    • Archiving status unclear
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Creative Commons Attribution Non-Commercial No-Derivatives 2.5 or 3.0 License
    • International Review of Research in Open and Distance Learning follows a Creative Commons Attribution License
    • Some titles may follow non-open access policies
  • Classification

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation, relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on digital reading performance were found, while irrelevant page selection had a negative effect. In addition, an interaction between relevant page selection and offline comprehension skill was found. While the effect of relevant page selection was strong in good offline comprehenders, it was significantly reduced in weak offline comprehenders. The effect of offline comprehension skill was strong in students showing high rates of relevant page selection, while it was weak and insignificant in students showing low rates of relevant page selection.
    International Review of Research in Open and Distance Learning 01/2016;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Social media is increasingly becoming an essential platform for social connectivity in our daily lives. The availability of mobile technology has further fueled its importance – making it a ubiquitous tool for social interaction. However, limited studies have been conducted to investigate roles of social participation in this field. Thus, the study investigates roles of social participation in mobile social media learning using the “ladder of participation and mastering.” Participants were students taking an educational technology course in a local university. The study was conducted in a four-month period. Data was collected from discussions while learning among the students a social media platform, Facebook groups, on mobile devices. The data was analyzed using a social network analysis tool, NodeXL. Data was analyzed based on egocentric networks, betweeness centrality, and closeness centrality. The findings revealed that there are four roles of social participation in mobile social media, which are: (i) lurkers; (ii) gradually mastering members/passive members; (iii) recognized members; and (iv) coaches. The findings also indicated that over the course of four months, learners can inter-change roles of social participation – becoming more central or less central in learning discussions. As a result, a roles of social participation continuum for mobile social media learning is proposed. Future research could be conducted in other fields to investigate whether the continuum produced could be used to understand the relationship between mobile social media learning and social participation roles.
    International Review of Research in Open and Distance Learning 10/2015; 16(4):205-224.
  • [Show abstract] [Hide abstract]
    ABSTRACT: In the present study, a mobile learning system for the professional development of academics was developed by design based action research, and the perceptions and experiences of the academics using this system were examined. In the first phase of this design-based action research, the research question was defined. In the second phase, a m-learning system called “Mobile Academic Research Support” (MARS) was designed as a solution to the problem, and the IOS mobile application for this design was developed. In the third phase of the study, the MARS application was regularly tested and evaluated by the academics over eight weeks. At the end of the research process, the results were reflected upon. It was found that the primary and important professional development needs of the academics were at the scientific research level. It was also observed that the m-learning system developed for the professional development of the academics regarding scientific research was appropriate to the overall purpose, accessible, adaptable and appealing; that it served both as a m-learning and as an academic support system; that its content was satisfactory; and that the tools used in the system were useful. In addition, it was observed that the academics were able to use mobile technologies for learning. Also, it was stated that such a system could provide positive contributions to the professional development of academics.
    International Review of Research in Open and Distance Learning 02/2015; 16(1):193-220.