The distance learner competencies: a three-phased empirical approach

Hong, Shen; Jung, Insung

doi:10.1007/s11423-010-9164-3

Cited by 28 publications

(28 citation statements)

References 43 publications

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“…In this respect, our study complements other proposals made from different perspectives. By way of example, it is worth mentioning models that determine the importance of digital competences in higher education lecturers (Jeffs & Banister, 2006;Masood, 2010;Naci & Ferhan, 2009;Rong & Ling, 2008), to which it is necessary to add those studies describing the importance of standards related to digital competences in the training of higher education students (Alan & Pitt, 2010;Hong & Jung, 2010;Kadijevich & Haapasalo, 2008;Kaminski, Switzer, & Gloeckner, 2009;Li-Ping & Jill, 2009;Niederhauser, Lindstrom, & Strobel, 2007;Voithofer, 2005).…”

Section: Discussionmentioning

confidence: 99%

Delphi study for the design and validation of a questionnaire about digital competences in higher education

Andrés

Vila

Mira

2016

Int J Educ Technol High Educ

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The study of digital competence remains an issue of interest for both the scientific community and the supranational political agenda. This study uses the Delphi method to validate the design of a questionnaire to determine the perceived importance of digital competence in higher education. The questionnaire was constructed from different framework documents in digital competence standards (NETS, ACLR, UNESCO). The triangulation of non-parametric techniques made it possible to consolidate the results obtained through the Delphi panel, the suitability of which was highlighted through the expert competence index (K). The resulting questionnaire emerges as a good tool for undertaking future national and international studies on digital competence in higher education.

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Section: Discussionmentioning

confidence: 99%

Delphi study for the design and validation of a questionnaire about digital competences in higher education

Andrés

Vila

Mira

2016

Int J Educ Technol High Educ

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“…Other researchers indicated that student-student and studentlecturer interaction predict success of DL (Arbaugh & Benbunan-Fich, 2007;Flottemesch, 2000;Hong & Jung, 2011;Moore, 1993Moore, , 2007Zhao, Lei, Chun Lai, & Tan, 2005).…”

Section: Summary Discussion and Recommendationsmentioning

confidence: 99%

Lifelong Learning at the Technion: Graduate Students’ Perceptions of and Experiences in Distance Learning

Hussein-Farraj

Barak

Dori

2012

IJELL

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This study examined the development of two Distance Learning (DL) courses and their effect on students' perceptions and learning experiences. Our study included about 260 science and engineering graduate students. Among them, 105 students were divided into two research groups: oncampus students (N=70) and DL students (N=35). These two groups served as a traditional classroom setting and an online setting, respectively. Data was collected through an online questionnaire consisting of both open-ended and close-ended questions and analyzed via the mixed methods model. Findings indicated that the DL students asserted positive perceptions of their learning experiences compared to the on-campus students. Female DL students were more confident about their ability to communicate with their classmates and lecturers in comparison to their male DL peers. We also found that younger students, in comparison to older ones, held higher positive opinions about the quality of the DL courses and the support they received from the lecturer and the teaching assistants. Content analysis revealed four main categories related to lifelong learning via DL: cognitive and professional skills, affective learning, social interactions, and resource management. Learning about students' perceptions of and experiences in DL is an important step toward improving the next generation of online courses in higher education.

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“…Resource management is assumed to help students adapt to, or change their learning environment to fit their goals and needs. Researchers reported that resource management is important for successful distance learning and a key factor affecting the completion of a course (Hong & Jung, 2011;Hussein-Farraj et al, 2012). Accordingly, in the present study we examined this aspect, focusing on three sub-components of resource management in an online DL environment: time, place, and information management.…”

Section: Self-regulated Learningmentioning

confidence: 99%

On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

Barak

Hussein-Farraj

Dori

2016

Int J Educ Technol High Educ

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This study was set to identify self-regulation skills required for online learning and to characterize cognitive transfer of on-campus and online students. The study included two groups of undergraduate students who studied the same course, but in different settings: online and on-campus. Data collected via an online survey and semi-structured interviews indicated that cognitive strategies and regulation of cognition are significant for successful online learning. Findings also indicated that the online students were more aware of mastery learning and information processing strategies than the on-campus peers. The online students specified the importance of planning, controlling, and evaluation skills for meaningful learning; whereas the on-campus students asserted lack of self-discipline and limited communication skills as barriers for distance learning. Near-and far-transfer components were identified, showing a significant positive correlation with self-regulation skills for both groups of learners.

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The distance learner competencies: a three-phased empirical approach

Cited by 28 publications

References 43 publications

Delphi study for the design and validation of a questionnaire about digital competences in higher education

Delphi study for the design and validation of a questionnaire about digital competences in higher education

Lifelong Learning at the Technion: Graduate Students’ Perceptions of and Experiences in Distance Learning

On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

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