New Articles in The European Journal of Open, Distance and E-Learning

Take a look at these articles, appears in EURODL.
 

Personal Learning Environments (PLEs) in a Distance Learning Course on Mathematics Applied to Business
José Bidarra [bidarra@uab.pt], João Araújo [jaraujo@uab.pt],

Universidade Aberta, Rua da Escola Politecnica 147, 1269-001 Lisbon, Portugal, [http://www.uab.pt/web/guest/english/the-university]   

Abstract  
This paper argues that the dominant form of distance learning that is common in most e-learning systems rests on a set of learning devices and environments that may be outdated from the student’s perspective, namely because it is not supportive of learner empowerment and does not facilitate the efforts of self-directed learners. For this study we gathered and examined data on student’s use of Personal Learning Environments (PLEs) within a course on Mathematics Applied to Business offered by the Portuguese Open University (Universidade Aberta). We base the discussion on aspects that characterize student’s conceptions of PLEs, the emergence of connectivism as a new account of how learning occurs in a networked global environment, and conclude that an important goal of online course design should be to let students explore what the emergent Web 2.0 tools have to offer in distance learning. The widespread adoption of PLEs, bringing together learning from different contexts and sources of learning, shows that students are capable of expression in different forms, generating an added-value to distance learning environments. 
Date of publication: 26.06.2013.
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High School Open On-line Courses (HOOC): A Case Study from Italy  
Enrique Canessa [canessae@ictp.it], ICTP – The Abdus Salam International Centre for Theoretical Physics, Trieste,
 Armando Pisani [arpisan@tin.it], Liceo Classico Dante Alighieri, Gorizia, Italy 

Abstract 
The first implementation of complete high school, open on-line courses (HOOC) aiming to support the training and basic scientific knowledge of young students from the Liceo Ginnasio Dante Alighieri in Gorizia, Italy, is discussed. Using the open source and automated recording system openEyA, HOOC give an student the opportunity to watch on-line, at their own place and own pace, the same lessons of physics and mathematics held in the classroom. It is found that high school students’ have changed the traditional modality of study and their scores have systematically improved since the implementation of this project. In only few months the use by students of the www.OpenDante.it video archive for HOOC has growth from 30 % to 97 %. Feedback from students and Parents on the use and impact of making HOOC available on the web are encouraging.

Date of publication: 26.06.2013.
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Learning Object Repositories in e-Learning: Challenges for Learners in Saudi Arabia

Abdullah AlMegren [amegren@elc.edu.sa], Siti Zuraiyni Yassin [raiyni@elc.edu.sa],
National Center for E-Learning & Distance Learning Riyadh, Kingdom of Saudi Arabia   

Abstract 
The advent of the millennium has seen the introduction of a new paradigm for ICT-enhanced education. Advances in ICT have led to the emergence of learning networks comprising people who want to discover and share various innovative technologies on a global scale. Over the past decade, there has been tremendous worldwide interest in the concept of reusable digital learning resources, usually referred to as ‘learning objects’ (LOs), and the organised content delivery mechanism for pieces of educational content, described as ‘learning object repositories’ (LORs). These elements of e-learning are said to offer many benefits to learners. LOR platforms are rich in digital content resources, and are reusable, accessible and adaptable at any time. Although the use of LORs in e-learning can have a positive effect on learners on a universal scale, issues have emerged at the more microscopic level. This study investigates the specific challenges of LOR use faced by learners in Saudi Arabia. It is hoped that the detailed expository discussion herein will help to eradicate or at least minimise LOR obstacles and eventually support the development of advanced e-learning practices amongst learners in Saudi Arabia. 
Date of publication: 26.06.2013.
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Source: The European Journal of Open, Distance and E-Learning – EURODL