Open Praxis

http://www.openpraxis.org
Open Praxis is a peer-reviewed open access scholarly journal focusing on research and innovation in open, distance and flexible education.

List of Papers (Total 207)

Open Praxis vol. 10 issue 1

The first Open Praxis issue in volume 10 includes six research papers section and two innovative practice papers. 

Online educators’ recommendations for teaching online: Crowdsourcing in action

Over the years, online educators have learned a great deal about what works and doesn’t work when designing and facilitating online courses. During the past few years, we have used crowdsourcing to invite experienced online educators to share their recommendations for teaching online. In this article, we describe our use of crowdsourcing to curate a robust list of online-teaching ...

Space as a tool for analysis: Examining digital learning spaces

Over the past decade we have seen a rise in the adoption and proliferation of social technologies, and along with these a move to build on the capacity to embrace new pedagogies and practices that can open our boundaries for both teaching and learning. How do we determine what we mean by space specifically in online environments and how can we examine whether our intentions for ...

Brief report on Open Praxis figures and data (2017)

In the first Open Praxis issue in 2018 we briefly report on some statistics and information about Open Praxis development. The report covers the period January 2013 - December 2017, with a special focus in volume 9, published in 2017. After the brief report, what follows is an introduction to the first Open Praxis issue in volume 10, which includes six articles in the research ...

Implementation Factors and Faculty Perceptions of Electronic Textbooks on the iPad

A federally managed university in the United Arab Emirates implemented a one-to-one iPad program. In an effort to increase access to interactive digital learning resources on the iPads, they next transitioned from paper-based textbooks (pTexts) to electronic textbooks (eTexts) on the iPad for all course delivery formats. The goal of this study was to survey and report on faculty ...

Open Praxis vol. 9 issue 4

This Open Praxis issue is an open issue that includes eight research papers and one book review.

Book review of MOOCs and Their Afterlives

This book attempts to enlighten the reader about the MOOC phenomenon by carrying out a rigorous exploration of this conceptual and applied amalgam. The aim of this book is to carry out a review of the experimental work carried out in the field of digital learning. The information included should assist the reader in identifying what are known as the “afterlives of the MOOCs”.

Effect of Tell Me More on EFL undergraduate students’ English Language achievement

This descriptive study aimed at finding the impact of Tell Me More (TMM), an online language-learning program, on English as a foreign language (EFL) undergraduate learners’ achievement in a University in Thailand. The study also looked at whether the time of use of TMM had an effect on learners’ achievement. Data was collected from the scores of students at four proficiency levels ...

The ecology of the open practitioner: a conceptual framework for open research

Open Educational Practices (OEP) have gained traction internationally over the last fifteen years, with individuals, institutions, and governments increasingly interested in the affordances of openness. Whilst initiatives, policies, and support mechanisms are evident, there is an ever-present danger of localised contexts being unintentionally unrecognised, which has a negative ...

The effects of participants’ engagement with videos and forums in a MOOC for teachers’ professional development

Massive Open Online Courses (MOOCs) for teachers have emerged as a new wave of MOOCs that provide free professional development for teachers around the globe. These MOOCs for teachers often rely primarily on discussion forums and videos to drive participant engagement. Using logistic regression models this paper presents the degree to which participants’ engagement with videos and ...

Fractal: an educational model for the convergence of formal and non-formal education

For the last two decades, different authors have mentioned the need to have new pedagogies that respond better to current times, which are surrounded by a complex set of issues such as mobility, interculturality, curricular flexibility, accreditation and academic coverage. Fractal is an educational model proposal for online learning that is formed by four basic elements that allow ...

Mainstreaming use of Open Educational Resources (OER) in an African context

The study derives from a multi-year project implemented by OER Africa. The project sought to understand how OER might be used as a catalyst for pedagogical transformation in African universities. Within a non-determinist and interpretivist theoretical framework and an over-arching project methodology of participatory action research, the study made use of an analytical ...

Recognizing the expatriate and transnational distance student: A preliminary demographic exploration in the Republic of Korea

Descriptions of distance students in the literature are robust. Yet when speaking about students outside of a national context, nuance is lost by the failure to identify the complexity in borderless higher education. The global student body is often too broadly categorized as “international” when in reality, this can be further refined to produce two additional classifications that ...

Learning the psychology of the tip-of-the-tongue phenomenon through on-line practice

Psychology undergraduates can benefit from direct experiences with laboratory procedures of psychological phenomena. However, they are not always available for students within a distance education program. The present study included students from the Spanish National Distance Education University (UNED) that were to take part in a Basic Psychology examination session. They ...

Introduction to Open Praxis volume 9 issue 4

This last Open Praxis issue in 2017 is an open issue that includes eight research papers and one book review.

Open Praxis vol. 9 issue 3

This third Open Praxis issue in 2017 is an open issue that includes six research papers and a book review. 

Book review of Revolution in Higher Education

In Revolution in Higher Education, Georgia Tech Professor Richard DeMillo contrasts the rapid innovations made in online learning by a small band of interested, outside-of-academia adventurers with the slow progress made within the ivory tower. DeMillo follows innovators with now-familiar names and projects like Coursera and Udacity through their startup phases, describing motives ...

Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas

This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about ...

Open Access Research Via Collaborative Educational Blogging: A Case Study from Library & Information Science

This article charts the development of activities for online graduate students in library and information science. Project goals include helping students develop competencies in understanding open access publishing, synthesizing research in the field, and engaging in scholarly communication via collaborative educational blogging. Using a design experiment approach as a research ...

Academic Workload Planning for Open and Distance Learning (ODL) Universities: The Experience of National Open University of Nigeria (NOUN)

The quality of the programmes and courses in ODL depends on the academics that plan the programmes, develop the curriculum, manage courses and programmes and carry out administrative duties. It is observed that the academics often complain of work overload. It also appears there is a mix-up in integrating the mode of planning workload in the conventional universities into the open ...

Developing Self-Efficacy through a Massive Open Online Course on Study Skills

Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC) on study skills, aimed at increasing self-efficacy. Participants (n=32) were from Mexico and Colombia, with ages ranging from 21 to 45 years. At the beginning and the end of the MOOC, learners answered a ...

Distance Education Examination Management in a Lowly Resourced North-Eastern Region of Zambia: A Phenomenological Approach

This paper focuses on the management of distance education examination in a lowly resourced North-Eastern region of Zambia. The study applies Hermeneutic Phenomenology approach to generate and make sense of the data. It is the lived experiences of 2 invigilators and 66 students purposively selected that the study draws its insights from. Meaning within the generated data is ...

Higher Education Lecturers’ Lived Experience of Going Public in MOOCs

Academics in higher education are used to having their research publications reviewed and openly scrutinized. Teaching in higher education has traditionally been an individual academic’s activity that has taken place in a closed classroom. However, the introduction of open education, particularly massive open online courses (MOOCs) has challenged this. In MOOCs, lectures are ...

Introduction to Open Praxis volume 9 issue 3

This third Open Praxis issue in 2017 is an open issue that includes six research papers and a book review.

Postgraduate students as OER capacitators

A comprehensive theoretical, legal and practical basis for OER has been developed over the past fifteen years, supported by the expansion of open source curation platforms and the work of advocacy groups and international bodies. OER’s potential has been sufficiently documented; the question remains how best to support, integrate and normalise OER activity within the academic ...