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Showing 1 to 15 of 69 results Save | Export
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Xu, Mianjun; Deng, Juntao; Zhao, Tianyuan – Journal of Interactive Media in Education, 2020
The release of "China MOOCs Action Declaration" signifies the strategic role of Massive Open Online Courses (MOOCs) in China's national education. Compared with traditional face-to-face instruction, MOOCs have distinctive advantages, such as their large scale, openness, accessibility, flexibility and convenience, so they have shown great…
Descriptors: Foreign Countries, Online Courses, Large Group Instruction, Educational Technology
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Dollinger, Mollie; Cox, Sarah; Eaton, Rebecca; Vanderlelie, Jessica; Ridsdale, Sam – Journal of Interactive Media in Education, 2020
This article will explore usage patterns and perceptions of online learning support among university students. As higher education expands to include increasingly diverse student cohorts, alternative online-supported learning services have gained attention as a mechanism to support student success. However, there is a paucity of research regarding…
Descriptors: Student Diversity, Electronic Learning, Academic Support Services, College Students
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Meri-Yilan, Serpil – Journal of Interactive Media in Education, 2020
One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, boosting their general level of social inclusion. Whether a MOOC actually succeeds in enhancing students' social inclusion, however, is…
Descriptors: Foreign Countries, Online Courses, Large Group Instruction, Educational Technology
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Nusbaum, Amy T. – Journal of Interactive Media in Education, 2020
In many academic fields Western/white/male/cishetero/abled perspectives are often centered, while other perspectives are presented as "other." Implicitly, this sends messages to students that success looks like one type of person, knowledge is generated in one kind of way, and their background is not worth being centered. While open…
Descriptors: Diversity, Open Educational Resources, Disproportionate Representation, Social Justice
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Brown, Monica; Croft, Benjamin – Journal of Interactive Media in Education, 2020
Open social annotation, while offering opportunities for the creation of new knowledge, empowerment, and dynamic dialogue for learning, also contains inherent risk of safety for marginalized student populations navigating open knowledge practices. In this paper, we will explore both the opportunities for subverting traditional knowledge structures…
Descriptors: Inclusion, Documentation, Equal Education, Notetaking
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Koseoglu, Suzan; Ozturk, Tugba; Ucar, Hasan; Karahan, Engin; Bozkurt, Aras – Journal of Interactive Media in Education, 2020
Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn's social justice…
Descriptors: Gender Bias, Sex Fairness, Curriculum Design, Open Education
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Adam, Taskeen – Journal of Interactive Media in Education, 2020
As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee's comment that 'you could…
Descriptors: Foreign Countries, Social Justice, Large Group Instruction, Online Courses
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Jenkins, J. Jacob; Sánchez, Luis A.; Schraedley, Megan A. K.; Hannans, Jaime; Navick, Nitzan; Young, Jade – Journal of Interactive Media in Education, 2020
In light of rising textbook prices, open education resources (OER) have been shown to decrease non-tuition costs, while simultaneously increasing academic access, student performance, and time-to-graduation rates. Yet very little research to date has explored OER's specific impact on those who are presumed to benefit most from this potential:…
Descriptors: Textbooks, Costs, Social Justice, Minority Group Students
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Cox, Glenda; Masuku, Bianca; Willmers, Michelle – Journal of Interactive Media in Education, 2020
There is currently a clarion call to address social injustice in South African higher education (HE) in order to achieve greater equity in access. Within this context, current social injustices pertain to financial exclusion as well as epistemic marginalisation and are embodied in the predominance of expensive textbooks which are authored in the…
Descriptors: Open Educational Resources, Textbooks, Social Justice, Equal Education
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Dalsgaard, Christian; Gislev, Tom – Journal of Interactive Media in Education, 2019
The objective of the paper is to examine how and what the non-completing participants of MOOCs learn. In this paper we term them "invisible learners". The paper presents a qualitative study of learning activities and outcomes of invisible learners. The study consists of 11 interviews with MOOC participants and a survey answered by 51…
Descriptors: Online Courses, Learning Activities, Outcomes of Education, Self Management
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Pearson, Victoria; Lister, Kate; McPherson, Elaine; Gallen, Anne-Marie; Davies, Gareth; Colwell, Chetz; Bradshaw, Kate; Braithwaite, Nicholas; Collins, Trevor – Journal of Interactive Media in Education, 2019
UK higher education data has shown persistent differences in degree outcomes for specific student groups. Consequently, the Office for Students (the UK government's higher education regulator) are funding 17 projects to address these inequalities. Building on its expertise, our institution is leading the IncSTEM project alongside colleagues from…
Descriptors: Inclusion, Students with Disabilities, Electronic Learning, Blended Learning
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Beer, Nicola – Journal of Interactive Media in Education, 2019
This study evaluates a two-week MOOC delivered on FutureLearn as part of an MSc in Nursing accredited by Coventry University to establish whether learners are demonstrating transformative learning. Evaluation is in the form of a rubric which is designed using Mezirow's theory of Transformative Learning as a theoretical framework, alongside the…
Descriptors: Test Construction, Scoring Rubrics, Transformative Learning, Electronic Learning
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Bond, Melissa; Bedenlier, Svenja – Journal of Interactive Media in Education, 2019
The concept of student engagement has become somewhat of an enigma for educators and researchers, with ongoing discussions about its nature and complexity, and criticism about the depth and breadth of theorising and operationalisation within empirical research. This equally applies to research conducted in the field of educational technology and…
Descriptors: Educational Technology, Learner Engagement, Influence of Technology, Elementary Secondary Education
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Orr, Dominic; Weller, Martin; Farrow, Rob – Journal of Interactive Media in Education, 2019
The adoption of open, online, flexible and technology-enhanced modes of learning (in short: of OOFAT) differs by higher education institution, despite the general cries of revolution and disruption due to digitalisation. This paper presents a new conceptual model for framing difference in three key educational processes (content, delivery and…
Descriptors: Electronic Learning, Global Approach, Distance Education, Access to Education
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Foley, Karen; Marr, Liz – Journal of Interactive Media in Education, 2019
Studies about effective practice in Higher Education (HE), student retention, progression and attainment suggest that student engagement is a major factor in success. A sense of belonging to a community of students and academics is seen as key to creating effective engagement. Such studies have identified interventions that have proved successful…
Descriptors: Scaffolding (Teaching Technique), Extracurricular Activities, Distance Education, College Students
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