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Sunday, September 22, 2013

New Articles in The European Journal of Open, Distance and E-Learning -19.09.2013

Take a look at these articles, appears in EURODL.

Completion Rates – A False Trail to Measuring Course Quality?
Let’s Call in the HEROEs Instead

Alastair Creelman [alastair.creelman@lnu.se], Linda Reneland-Forsman [linda.reneland@lnu.se], Department of Pedagogy, Linnaeus University, 391 82 Kalmar, Sweden [http://lnu.se]

Abstract
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.
Date of publication: 19.09.2013
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The Intersection of Dialogue and Low Transactional Distance: Considerations for Higher Education

Lynn Farquhar [lfarquhar@brocku.ca], 1 Briarwood Crescent, Hamilton, Ontario, Canada, L9C 4B7, [http://www.brocku.ca/education/directory/caeco]

Abstract
The theory of transactional distance has been subjected to a variety of empirical tests and philosophical critiques. Throughout this process, the variable of dialogue has attracted much attention. Although dialogue has proven difficult to measure and define, it is widely regarded as an ideal outcome of the teacher-learner transaction. Considered from a constructivist perspective, dialogue can also be understood as an ideal outcome of classroom transactions among and between the learners themselves. Subject matter experts in post-secondary education responsible for designing, implementing and presenting classes online might consider the possibility of embracing constructivist pedagogy in order to create what Moore (1993) referred to as low transactional distance.   
Date of publication: 19.09.2013
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Source: The European Journal of Open, Distance and E-LearningEURODL 


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