Balancing pedagogy, student readiness and accessibility: A case study in collaborative online course development

Rooij, Shahron Williams van; Zirkle, Kara

doi:10.1016/j.iheduc.2015.08.001

Cited by 84 publications

(49 citation statements)

References 31 publications

(26 reference statements)

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“…The literature reports misalignments between perceived abilities and observed performance using other instruments (Bradlow, Hoch, & Hutchinson, 2002;Hargittai & Shafer, 2006;Litt, 2013). Some also report instrumentation issues related to conceptual ambiguity, incompleteness and over-simplification (van Deursen, Helsper, & Eynon, 2016). We acknowledge these challenges, and in this study, we recognized the inability of the DCP to predict performance levels reliably when moderate digital-competency scores are reported.…”

Section: Limitationsmentioning

confidence: 83%

“…Readiness for online learning is an international research domain conceptualizing and measuring, various success factors and enabling conditions. There are numerous readiness models (Alaaraj & Ibrahim, 2014;Darab & Montazer, 2011), instruments (Dray, Lowenthal, Miszkiewicz, Ruiz-Primo, & Marczynski, 2011;Hung, 2016;Hung, Chou, & Chen, 2010;Lin, Lin, Yeh, Wang, & Jansen, 2015), and empirical studies, set in a variety of national contexts (Aldhafeeri & Khan, 2016;Chipembele, Chipembele, Bwalya, & Bwalya, 2016;Gay, 2016;Parkes, Stein, & Reading, 2015;van Rooij & Zirkle, 2016). Researchers generally adopt either a macro-level perspective, addressing the readiness of organizations, regions and countries (Beetham & Sharpe, 2007;Bui, Sankaran, & Sebastian, 2003), or a micro-level perspective, focused primarily on students (Dray et al, 2011;Parkes et al, 2015) or teachers (Gay, 2016;Hung, 2016).…”

Section: Readiness For Online Learningmentioning

confidence: 99%

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Profiling the digital readiness of higher education students for transformative online learning in the post-soviet nations of Georgia and Ukraine

Blayone¹,

Mykhailenko²,

Kavtaradze

et al. 2018

Int J Educ Technol High Educ

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This study profiles the digital readiness of university students in Georgia and Ukraine for fully online collaborative learning, theorized as an educational pathway to democratic transformation. The Digital Competency Profiler was used to gather data from 150 students in Georgia and 129 in Ukraine about their digital competences. The analysis grouped students into high-, medium-and low-readiness segments for 52 actions in technical, communicational, informational and computational dimensions. Findings show that large percentages of Georgian and Ukrainian students are ill-prepared for many online-learning activities, and there is generally greater readiness on mobile devices than desktops/laptops. However, large percentages of Ukrainian students appear in high-readiness segments for communicating online and using social networks. In Georgia, many students report high-readiness for technical and computational interactions. Therefore, the researchers recommend using the digital-readiness data in tandem with a well-chosen, online-learning framework to align these patterns of strengths with future educational innovation.

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Section: Limitationsmentioning

confidence: 83%

Section: Readiness For Online Learningmentioning

confidence: 99%

Profiling the digital readiness of higher education students for transformative online learning in the post-soviet nations of Georgia and Ukraine

Blayone¹,

Mykhailenko²,

Kavtaradze

et al. 2018

Int J Educ Technol High Educ

View full text Add to dashboard Cite

show abstract

“…Hence, these three aspects contributed to the definition of the categories 'Flexibility and Scaffolding for Diversity', 'Openness', and 'Interactivity and Peer-to-Peer Pedagogy', respectively, all included in the framework summarised in Table 1. Rooij and Zirkle (2016) and Nagashima (2014) also refer to interactivity, that is, the connections among all MOOC participants, as an enhancer of student engagement. Furthermore, this factor's effect can be increased by knowing other learners in the MOOC, who can promote engagement with the course resources (Kizilcec & Schneider, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

MOOC Success Factors: Proposal of an Analysis Framework

Azevedo

Marques

2017

JITE:IIP

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Aim/PurposeFrom an idea of lifelong-learning-for-all to a phenomenon affecting higher education, Massive Open Online Courses (MOOCs) can be the next step to a truly universal education. Indeed, MOOC enrolment rates can be astoundingly high; still, their completion rates are frequently disappointingly low. Nevertheless, as courses, the participants' enrolment and learning within the MOOCs must be considered when assessing their success. In this paper, the authors' aim is to reflect on what makes a MOOC successful to propose an analysis framework of MOOC success factors. Background A literature review was conducted to identify reported MOOC success factors and to propose an analysis framework. Methodology This literature-based framework was tested against data of a specific MOOC and refined, within a qualitative interpretivist methodology. The data were collected from the 'As alterações climáticas nos média escolares -Clima@EduMedia' course, which was developed by the project Clima@EduMedia and was submitted to content analysis. This MOOC aimed to support science and school media teachers in the use of media to teach climate change. Contribution By proposing a MOOC success factors framework the authors are attempting to contribute to fill in a literature gap regarding what concerns criteria to consider a specific MOOC successful. Findings This work major finding is a literature-based and empirically refined MOOC success factors analysis framework. Recommendations for PractitionersThe proposed framework is also a set of best practices relevant to MOOC developers, particularly when targeting teachers as potential participants. Recommendation for ResearchersThis work's relevance is also based on its contribution to increasing empirical research on MOOCs. MOOC Success Factors 234 Impact on SocietyBy providing a proposal of a framework on success factors for MOOCs, the authors hope to contribute to the quality of MOOCs. Future ResearchFuture work should refine further the proposed framework, by testing it against data collected in other MOOCs.

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“…UDL has an inclusive nature that can enhance the experience of all online learners (Van Rooij & Zirkle, 2016). The idea of using alternative formats is not new (Thormann & Zimmerman, 2012;Vásquez, 2005); however, few studies have been conducted from the student's perspective.…”

Section: Reaching Students In Online Courses Using Alternative Formatmentioning

confidence: 99%

Reaching Students in Online Courses Using Alternative Formats

Fidalgo

Thormann

2017

IRRODL

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This research was conducted to explore whether students enrolled in graduate level courses found some Universal Design for Learning (UDL) strategies useful and if they actually used them. The strategies we investigated were presenting course information in alternative formats including PowerPoints with voiceover, screencasts, and videos as an alternative to text resources. In addition, students were invited to submit assignments in alternative formats as well as text. To examine these strategies, we used a student questionnaire, analytics from Blackboard, and assignment formats students used. The results indicate that text was the preferred format for accessing course information and resources as well as assignment submission. However, a substantial number of students acknowledged the benefits of using alternative formats and a smaller percentage used them. We suggest that instructors take advantage of UDL strategies that were examined since a sufficient number of students used them and because learning styles differ. We can reach more students by using these strategies.

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Balancing pedagogy, student readiness and accessibility: A case study in collaborative online course development

Cited by 84 publications

References 31 publications

Profiling the digital readiness of higher education students for transformative online learning in the post-soviet nations of Georgia and Ukraine

Profiling the digital readiness of higher education students for transformative online learning in the post-soviet nations of Georgia and Ukraine

MOOC Success Factors: Proposal of an Analysis Framework

Reaching Students in Online Courses Using Alternative Formats

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