Introduction to Open Praxis volume 9 issue 4

Open Praxis, Dec 2017

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

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Introduction to Open Praxis volume 9 issue 4

Open Praxis 2304-070X Introduction to Open Praxis volume 9 issue 4 Inés Gil-Jaurena 0 0 Editor for Open Praxis. Universidad Nacional de Educación a Distancia - UNED , Spain - The next three papers address the study of three online educational practices and explore their effects on students’ learning. In the first case (Learning the psychology of the tip-of-the-tongue phenomenon through on-line practice), Marcos Ruiz and María José Contreras from Universidad Nacional de Educación a Distancia - UNED (Spain) report about an experimental study in a distance course, where students’ performance in the final exam was compared considering their previous participation in an online practical lab focused on a specific content included in the “basic psychology” course study program. The positive results encourage integrating more online apps and practice in the courses. The second case (The effects of participants’ engagement with videos and forums in a MOOC for teachers’ professional development), by Fernanda Cesar Bonafini from The Pennsylvania State University (United States), focuses on MOOC-Ed, presenting a statistical study about the learners’ profile and factors that predict completion. In this particular MOOC, the number of videos watched was not significant to predict completion; and engagement in discussion forums was. The author highlights the implications of these results. The third case (Effect of Tell Me More on EFL undergraduate students’ English Language achievement), by George Gyamfi and Panida Sukseemuang from Prince of Songkla University (Thailand), describes the use of an asynchronous online learning system (TMM) and its effect in the students’ proficiency in English. Initial placement in any of the four levels, progress and final achievement were measured through online tests, and the study shows the improvement considering the different levels, as well as the role of the time devoted to the program. Closing the research papers section, William H. Stewart from Gangnam-University of California Riverside (Republic of Korea), in his paper Recognizing the expatriate and transnational distance student: A preliminary demographic exploration in the Republic of Korea, attempts to recognize a specific type of students in the distance mode, different to the international student, and focuses in the case of South Korea to describe their profile. He also highlights difficulties encountered when undertaking this research about a yet quite unknown population. Finally, the issue includes a review, by Daniel Domínguez, of the book MOOCs and Their Afterlives: Experiments in Scale and Access in Higher Education, edited by Elizabeth Losh and published by the University of Chicago Press in 2017. In this issue 4th issue in 2017, we specially thank all the reviewers who have collaborated in the four issues in volume 9. Their names and affiliations are listed in the full issue and in the journal website (http://openpraxis.org/index.php/OpenPraxis/pages/view/reviewer). Papers are licensed under a Creative Commons Attribution 4.0 International License


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Inés Gil-Jaurena. Introduction to Open Praxis volume 9 issue 4, Open Praxis, 2017, 361-362, DOI: 10.5944/openpraxis.9.4.791