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  • 1.
    Aghaee, Naghmeh
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Tedre, Matti
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Drougge, Ulrika
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Learners’ Perceptions on the Structure and Usefulness of e-Resources for the Thesis Courses2014Ingår i: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, Vol. 17, nr 1, 154-171 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Nowadays, utility of information and communication technology (ICT) in education is a way to facilitate interaction and accessing information for learning in higher education. However, finding a set of structured e-resources to facilitate learning within specific courses is still a big challenge in most of the institutions and universities. This includes the problems and challenges for the thesis courses in both undergraduate (Bachelor) and graduate (Master) level in Sweden. To overcome or reduce the problems and enhance quality of outcomes in the thesis courses, the department of Computer and Systems Sciences (DSV) at Stockholm University has developed a Learning Support System, SciPro (Scientific Process), to support thesis process. This study aims at investigating learners’ perspectives on usefulness of structured e-resources in order to reduce challenges for finding information related to the thesis steps in SciPro. This is done based on an open online survey, carried out in 2012-2013 of students’ perspectives at DSV. The study found the actual problems and hence suggested a model as a way forward to sort the useful e-resources to support reducing the problems in the thesis process.

  • 2.
    Cleveland-Innes, Marta
    et al.
    Athabasca Univ, Athabasca, Canada.
    Ally, M.
    Learning to feel: Education, affective outcomes and the use of online teaching and learning2009Ingår i: European Journal of Open and Distance Learning, ISSN 1027-5207, Vol. 2Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research employing an experimental design pilot tested two delivery platforms, WebCT and ElluminateLive, for the generation of affective learning outcomes in the workplace. Ten different organizations across Western Canada asked their call centre/help desk staff to participate in an online course on customer service. One hundred and one participants were randomly assigned to two types of online learning management systems. Data comparing results of the two groups are inconclusive in relation to delivery outcomes, but indicate there is potential for soft skill development and affective gain using online delivery. Both groups performed well on tests of knowledge regarding appropriate affect in customer service environments. Soft skill assessment showed small gains from time one to time two for participants studying in both platforms. Differences between groups were seen in two observations. There was greater engagement and interaction among participants in the WebCT group. Additionally, the WebCT group yielded higher exam scores, but differences between exam means were not statistically significant.

  • 3.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Reneland-Forsman, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Completion Rates – A False Trail to Measuring Course Quality?: Let’s Call in the HEROEs Instead2013Ingår i: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, Vol. 16, nr 2, 40-49 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Statistics are often used to reveal significant differences between online and campus-based education. The existence of online courses with low completion rates is often used to justify the inherent inferiority of online education compared to traditional classroom teaching. Our study revealed that this type of conclusion has little substance. We have performed three closely linked analyses of empirical data from Linnaeus University aimed at reaching a better understanding of completion rates. Differences in completion rates revealed themselves to be more substantial between faculties than between distribution forms. The key-factor lies in design. Courses with the highest completion rates had three things in common; active discussion forums, complementing media and collaborative activities. We believe that the time has come to move away from theoretical models of learning where web-based learning/distance learning/e-learning are seen as simply emphasizing the separation of teacher and students. Low completion rates should instead be addressed as a lack of insight and respect for the consequences of online pedagogical practice and its prerequisites.

  • 4.
    Jokela, Päivi
    et al.
    Högskolan i Kalmar, Sweden.
    Karlsudd, Peter
    Högskolan i Kalmar, Sweden.
    Thesis Web Dialogue2007Ingår i: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, nr 2Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper describes development work where an application specially adapted for essay-writing and supervision has been constructed, developed and tested. The aim of the programme development has been to create support for essay-writing and supervision. With the ambition of reinforcing important ingredients for effective supervision and essay-writing the aim and requirements for the Thesis Web Dialogue were formulated. The chief aim from the tutor's perspective was to facilitate organizing his or her supervision and efficiently follow and support the essay-writer. The essay-writers' chief aim was to find easy access to tutor support and information relevant to their essay work. The Thesis Web Dialogue was continuously developed and evaluated, a process which culminated on two evaluation occasions. The majority of the tutors and essay-writers who had tested or been introduced to the Thesis Web Dialogue are positive to its idea and function. The most positive is the student group. A few students have expressed their scepticism vis-à-vis the Thesis Web Dialogue. Some of these students feel uncertain when confronted with the technology, while some apparently want to avoid be subjected to higher demands and greater insight into their essay work. The result shows that the Thesis Web Dialogue can be of great help to many students and tutors. It is probably especially suitable for distance courses and/or essay courses where the tutor follows the essay writers for a fairly long time.

  • 5. Jung, Marie-Louise
    et al.
    Loria, Karla
    Mostaghel, Rana
    Saha, Parmita
    E-learning: university students' acceptance of technoloy2008Ingår i: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Informations- och kommunikationsteknik (IKT) innebär en ny form och leveransmetod för högre utbildning världen över. Några av de stora utmaningarna inom utbildning är tillgänglighet och kostnader. IKT kan spela en viktig roll för att övervinna dessa utmaningar. Tillämpandet av IKT inom utbildningssektorn kan benämnas e-learning, och innefattar användandet av diverse webbaserade teknologiska hjälpmedel med syfte att sprida utbildning. Syftet med denna studie är att undersöka vad som avgör universitetsstudenters acceptans av e-learning, genom att tillämpa Technology Acceptance Modellen (TAM). Studien har utförts vid ett svenskt universitet bland ekonomistudenter. Resultaten visar att den upplevda användbarheten är det som huvudsakligen avgör studentens acceptans av e-learning. Udgivelsesdato: 2008.10.02

  • 6. Knutson, O
    et al.
    Pargman, T
    Severinson Eklundh, K
    Computer support for second language learners’ free text production: initial studies2002Ingår i: European Journal of Open and Distance Learning, ISSN 1027-5207Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    writing documents, reviewing process. This paper discusses the role of computer-based language tools for adult writers in the context of second language learning. It presents initial studies of second-language learners who write with the aid of a language tool developed at our department. The studies focus on the revision process in authentic free text production. A method for collecting data from free text production has been developed and explored. In the study, the users seemed to be supported by the language tool, and they followed the advice from program when appropriate feedback was given. The method used seems to be adequate both in pointing out the directions for an extended study, and also in pointing on which parts of the language tool that must be further developed and improved. As a complement to the study of the writers, interviews with teachers have been conducted. There is an overlap between the errors the teachers said were important and the errors the language tools searches for. 1

  • 7.
    Mozelius, Peter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hettiarachchi, Enosha
    eNOSHA, a Free, Open and Flexible Learning Object Repository: An Iterative Development Process for Global User-friendliness2012Ingår i: European Journal of Open and Distance Learning, ISSN 1027-5207, nr article 466Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Denna artikel beskriver den iterativa utvecklingsprocessen av lärobjektsförrådet eNOSHA. Diskussionerna om ett lärobjektsförråd startade under 2007 vid University of Colombo, School of Computing (UCSC) av personalen i universitetets e-lärandecentrum. Under det senaste decenniet har det i e-lärandecentrumets dagliga arbete utvecklats mängder av digitalt undervisningsmaterial för det treåriga kandidatprogrammet eBIT som ges nationellt på distans över Sri Lanka. Efter en inledande analys av behoven av att lagra lärobjekt vid UCSC samt en utvärdering av tillgängliga öppna lärobjektsförråd togs ett beslut att starta utvecklingen av eNOSHA. Inget av de utvärderade existerande lärobjektsförråden klarade den uppställda kravspecifikationen samtidigt som det fanns ett skriande behov av att lagra och dela kursmaterial. Systemet är designat med huvudmålet att stödja lagring, sökning och och återanvändning av lärmaterial på ett användarvänligt sätt som kan främja den framtida vidare utvecklingen av lärmaterial vid UCSC.Vi fann det också av vikt att sträva efter en flexibel design som kan hantera olika sorters lärobjekt inom olika organisationer i olika delar av världen. Utvecklingsprocessen startades genom en fokusgrupp bestående av personal från UCSCs e-lärandecentrum och externa svenska medlemmar från ett svensk – sri lankesiskt biståndsprojekt. Utifrån den genomförda behovsanalysen togs en kravspecifikation och en preliminär utvecklingsplan fram i december 2008. Som övergripande utvecklingsmetod i projektet har kooperativ design använts och att presumtiva användare vid UCSC har varit involverade i systemutvecklingens olika faser. Testning och kodgranskning har genomförts inkrementellt och iterativt vid tre olika universitet i Sri Lanka, Finland och Sverige enligt de principer som finns fastställda inom Designvetenskap/Design Science. Vårt mål med det valda angreppssättet är att utveckla ett system som ska vara mer flexibelt och mer generellt än att enbart leva upp till de ställda kraven vid UCSC i Sri Lanka. Resultaten av de genomförda testerna visar att eNOSHA lever upp till de ställda kraven när det gäller stöd för återanvändning och sökfunktionalitetet, men att modulen för uppladdning med dess tillhörande krav på metadata uppfattas som omständlig och tidskrävande. De senaste testerna vid universiteten i Finland och Sverige har också påvisat tidigare okända säkerhetsluckor och bristande användarvänlighet i systemets installationsprocess. Integreringen med den virtuella lärplattformen Moodle i eNOSHA version 1.6 har lyckats bra för en koppling till Moodle version 1.9, men då filsystemets grundstruktur ändrats i de senaste versionerna av Moodle så krävs det en uppdatering för att kunna söka i eNOSHA från Moodle 2.x.

  • 8.
    Olsson, Ulf
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    A preliminary exploration of operating models of second cycle/research led open education involving industry collaboration2014Ingår i: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, Vol. 17, nr 1Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Scientists from five Swedish universities were interviewed about open second cycle education. Research groups and scientists collaborate closely with industry, and the selection of scientists for the study was made in relation to an interest in developing technology-enhanced open education, indicated by applications for funding from the Knowledge Foundation 2013. The study is founded on Conole’s (2012) seven organizational purposes for open education, Coursera’s eight models (Daniel, 2012), and Clarke’s (2013) four strategies for open education, and raises the question whether open education and MOOCs might be a way to reinforce research collaborations and research environments. The researchers displayed a positive attitude towards expanding the technology-enhanced learning and openness, and foresee few problems with openness when industry participates in teaching. Nonetheless, the scientists’ operating models and strategies for developing technology-enhanced learning and open education, are vague. Conclusively: although the interest is obvious, in order to succeed with technology-enhanced open education and strengthening the research groups, the variables for purposes, operating models, strategies, pedagogic models, and obstacles need to be calibrated and made more deliberated, preferably in collaboration between the scientists and industry.

  • 9.
    Ossiannilsson, Ebba
    et al.
    Lund University.
    Creelman, Alastair
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    OER, Resources for learning – Experiences from an OER Project in Sweden2012Ingår i: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, nr 1Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article aims to share experience from a Swedish project on the introduction and implementation of Open Educational Resources (OER) in higher education with both national and international perspectives. The project, OER – resources for learning, was part of the National Library of Sweden Open Access initiative and aimed at exploring, raising awareness of and disseminating the use of OER and the resulting pedagogical advantages for teaching and learning. Central to the project’s activities were a series of regional seminars which all featured a combination of multi-site meetings combined with online participation. This combination proved highly successful and extended the reach of the project. In total the project reached around 1000 participants at its events and many more have seen the recorded sessions.

    Several unresolved issues beyond the scope of the project became explicit but which are absolutely crucial challenges. Firstly, the evolution from OER towards open educational practices (OEP) and open educational cultures (OEC). OEP and OEC imply the establishment of national and international policies and strategies where the use of OER is officially encouraged, sanctioned and developed. Secondly it became explicit that the issue of metadata is crucial for finding OER and facilitating their use and reuse for teachers and learners. Thirdly, the sustainability of OER must be stimulated by ensuring the creation of material that can easily be adapted and reused by teachers in other countries and contexts.

  • 10.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    From, Jörgen
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lövqvist, Jeanette
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Törnquist, Anette
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The transitions from distance to online education: Perspectives from the educational management horizon2012Ingår i: European Journal of Open and Distance Learning, ISSN 1027-5207, nr Date of publication: 01.06.2012Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden, higher education has moved away from distance education, including physical meetings, to online education with no physical meetings at all. This article focuses on the shift from distance to online education using an educational management perspective that is based on economic, staff, and student data collected between 1994 and 2010 (Department of Education, Umeå University). The results showed that in 2005, the number of distance education students increased significantly. In 2007, when all distance courses shifted to online courses, the number of students increased even further. The online courses attract many more students compared to traditional campus courses. Overall, the transition from distance to online courses has contributed to more students, an economy of scale that makes it possible to increase pedagogic development work. The online courses have also contributed to better working conditions for teachers. Without a deliberate educational management strategy, general educational courses might have been discontinued, a choice that would threaten the study of education as an academic discipline per se. As a result of these conditions, we believe ICT pedagogical development needs technical and pedagogical support as well as strategic leadership.

  • 11.
    Östlund, Berit
    Umeå universitet, Samhällsvetenskaplig fakultet, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Stress, disruption and community: Adult learners’ experiences of obstacles and opportunities in distance education2005Ingår i: European Journal of Open and Distance Learning, ISSN 1027-5207, nr 1Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The main purpose of this study was to describe, analyze and understand adult distance learners' experiences of obstacles and opportunities that influence their studying and learning. Many researchers in educational science, in Scandinavia today, state that knowledge is constructed through collaboration between the individual and the social surroundings, where language and communication between individuals are basic elements. Thus, another purpose was to investigate the learners' experiences of the effects the fellow students had on their studying and learning. The results are based on diaries from 33 adult distance learners, participating in a full-time introduction course in a teacher education program. The results show that most of learners found that it was difficult to combine labor and domestic life with fulltime studies. Many learners also expressed difficulties due to their lack of experience with distance learning. They reported that they have had problems in structuring and organizing their studies. Almost all learners emphasised the importance of peer learners for their feeling of satisfaction, social support and support regarding the interpretations of the assignments. The interaction affected satisfaction and motivation for most of the learners. Some of them also indicated that postings from classmates affected their self confidence. Since those are essential elements in the learning process, the interaction amongst learners indirectly supported their learning process

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