Brief report on Open Praxis development

Open Praxis, Mar 2016

After three years of regular publication (3 volumes and 12 issues), we would like to highlight what we consider main achievements that provide an overview of the development of Open Praxis. A second part introduces the papers included in the issue.

A PDF file should load here. If you do not see its contents the file may be temporarily unavailable at the journal website or you do not have a PDF plug-in installed and enabled in your browser.

Alternatively, you can download the file locally and open with any standalone PDF reader:

http://www.openpraxis.org/index.php/OpenPraxis/article/viewFile/296/199

Brief report on Open Praxis development

Open Praxis 2304-070X 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 (Gil-Jaurena, 2015) . Journal statistics give credit to different contributors to Open Praxis: authors, reviewers, readers (table 1, figure 1). Issues published Items published Research papers Innovative practice papers Special papers (ICDE prizes 2013 and 2015, Open Education Conference selected papers 2014 and 2015) Editorial Software or book reviews Total submissions Rejected before peer-review Peer reviewed Accepted Days to review Days to publication Acceptance rate 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 issues 1–4 2014, volume 6 issues 1–4 2015, volume 7 issues 1–4 4 38 21 2 9 4 2 56 10 44 32 44 125 60,70% 65 1,7 45 247701 119227 4 35 16 6 9 4 52 10 42 31 35 100 59,61% 81 2,3 53 146487 67569 4 33 13 3 11 4 2 57 10 45 27 49 92 71 61 50,88% 2,15 66715 38064 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 book reviews. 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 distance education. 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:// oerqualityproject.wordpress.com/2015/10/21/honest-and-reliable-open-access-journals-inopen-and-distance-education/ COPE. (2011). Code of Conduct and Best Practice Guidelines for Journal Editors. Retrieved from http://publicationethics.org/files/Code_of_conduct_for_journal_editors.pdf 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.


This is a preview of a remote PDF: http://www.openpraxis.org/index.php/OpenPraxis/article/viewFile/296/199

Inés Gil-Jaurena. Brief report on Open Praxis development, Open Praxis, 2016, 3-7, DOI: 10.5944/openpraxis.8.1.296