Brief report on Open Praxis development
Brief report on Open Praxis development
Inés Gil-Jaurena 0
0 Editor for Open Praxis. Universidad Nacional de Educación a Distancia - UNED , Spain
· Scientific and ethic standards The journal meets all the requirements for scientific publications, both in formal aspects (peerreview, regular publication, metadata, public information, etc.) and ethical aspects, following guidelines provided by COPE (2011) (Gil-Jaurena, 2014a).
Global reach and global contributions
Visitors and readers represent all regions in the world, and authors and reviewers have an
international and institutional balance
. Journal statistics give credit to
different contributors to Open Praxis: authors, reviewers, readers (table 1, figure 1).
Innovative practice papers
Special papers (ICDE prizes 2013 and
2015, Open Education Conference selected
papers 2014 and 2015)
Software or book reviews
Rejected before peer-review
Days to review
Days to publication
Number of authors
Average authors per paper
Number of reviewers Abstract views (until February 28th 2016) Full paper views (until February 28th 2016)
2013, volume 5
2014, volume 6
2015, volume 7
Regarding visitors and readers, figure 1 shows their location. Since publication of issue 5(1) in
January 2013 until December 31st 2015, we have had visits from 188 countries, being the top ten
the following (in descending order): United States, Spain, United Kingdom, Canada, India, South
Africa, Australia, Palestine, Indonesia and Germany (source: Google Analytics).
Citations to Open Praxis in academic publications (scientific journals, conference proceedings,
books and other specialized works) have increased since the relaunching of the journal (figure 2).
Focusing in the last volumes, Open Praxis has had 341 citations to papers published in 2013, 2014
and 2015 (see detail in table 2). Open Praxis h-index is 17 (source: Google Scholar).
After a brief report on the development of Open Praxis since 2012, what follows is an introduction
to the first issue in volume 8, which includes four articles in the research papers section and two
In the first paper, Melike Aydemir, Engin Kursun and Selcuk Karaman (Question-Answer Activities
in Synchronous Virtual Classrooms in Terms of Interest and Usefulness) present a research study
undertook in a postgraduate online programme in Turkey. They measured the effect of question
type and answer format on perceived interest and usefulness during synchronous class sessions,
and concluded that open-ended questions increase learners’ interest, and answer format have an
effect on usefulness of online activities. These results are a first approach to a topic of interest both
for researchers and practitioners.
Ayesha Perveen (Synchronous and Asynchronous E-Language Learning: A Case Study at Virtual
University of Pakistan) presents a study developed in three English courses (L2), and focused on
identyfing best modes for language learning in virtual environments. After collecting learners’
perceptions and opinions, she concludes that blended modes that combine synchronous and
asynchronous activities are preferable for English language learners of Virtual University of Pakistan.
She provides examples for activities in each modality, useful for second language teachers in
Krishna Prasad Parajuli (Mobile Learning Practice In Higher Education in Nepal) analyses the
current status of mobile learning in the Gorkha district of Nepal. Following a conceptual and contextual
approach to the topic, he presents survey results about the use of mobile technologies by students
and their perceptions about mobile learning. A set of in-deph interviews completes the research,
identifying specific mobile practices and trends. The author explains how mobiles are present in
Nepal, but not specifically used for learning purposes. He discusses some challenges and
recommendations for the implementation of mobile learning in Nepal.
Finally, Sanjaya Mishra, Meenu Sharma, Ramesh Chander Sharma, Alka Singh and Atul Thakur
(Development of a Scale to Measure Faculty Attitude towards Open Educational Resources),
present, in detail, the process of validation of a scale (which is included as an appendix). The
instrument is focused on the Attitude towards OER, and measures two dimensions—sharing of
resources and adaptation and use of OER—through 17 items. The paper explains the process of
development of the scale and the methodological decisions made to design the final scale.
In the last section, Jeanna Cronk presents a Book review of Integrating Pedagogy and Technology:
Improving Teaching and Learning in Higher Education, a book by James A. Bernauer and Lawrence
A. Tomei published in 2015.
Finally, Dana Bodewes presents a Book review of The New Digital Shoreline: How Web 2.0 and
Millennials are Revolutionizing Higher Education, a 2011 publication by Roger McHaney.
Special thanks from Open Praxis to the authors and reviewers who have contributed to this issue.
Atenas, J. (2015, October 21). Honest and reliable Open Access Journals in Open and Distance
Education. OER Quality Project Javiera’s Research Project Blog. Retrieved from https://
COPE. (2011). Code of Conduct and Best Practice Guidelines for Journal Editors. Retrieved from
Farrow , R. ( 2015 , October 22). Honest and reliable Open Access Journals in Open and Distance Education . OER Research Hub Blog. Retrieved from http://oerresearchhub.org/ 2015 /10/22/ honest-and -reliable-open-access-journals-in-open-and-distance-education/
Gil-Jaurena , I. ( 2014a ). Brief report on Open Praxis editorial process. Open Praxis , 6 ( 4 ), 317 - 319 . http://dx.doi.org/10.5944/openpraxis.6.4. 169
Gil-Jaurena , I. ( 2014b ). Brief report on Open Praxis dissemination, abstracting and impact . Open Praxis , 6 ( 3 ), 201 - 203 . http://dx.doi.org/10.5944/openpraxis.6.3. 149
Gil-Jaurena , I. ( 2015 ). Brief report on Open Praxis figures and data ( 2013 - 2014 ).Open Praxis, 7 ( 1 ), 3 - 6 . http://dx.doi.org/10.5944/openpraxis.7.1. 191
Gil-Jaurena , I. & Malik , B. ( 2011 ). Editorial project for Open Praxis . Unpublished project.