•Journal• ISSN: 1369-9997
Open Praxis
International Council for Open and Distance Education
About: Open Praxis is an academic journal published by International Council for Open and Distance Education. The journal publishes majorly in the area(s): Distance education & Open education. It has an ISSN identifier of 1369-9997. It is also open access. Over the lifetime, 350 publications have been published receiving 4513 citations.
Topics: Distance education, Open education, Higher education, Open educational resources, Computer science
Papers published on a yearly basis
Papers
TL;DR: The findings revealed that asynchronous e-language learning was quite beneficial for second language (L2) learners, but with some limitations which could be scaffolded by synchronous sessions.
Abstract: This case study evaluated the impact of synchronous and asynchronous E-Language Learning activities (ELL-tivities) in an E-Language Learning Environment (ELLE) at Virtual University of Pakistan. The purpose of the study was to assess e-language learning analytics based on the constructivist approach of collaborative construction of knowledge. The courses selected for random sampling were English Comprehension (Eng101), Business & Technical English (Eng201) and Business Communication (Eng301). Three methods were employed to collect the data: observation of the communication and performance on given channels, students’ opinions on Graded Discussion Board (GDB), and a survey questionnaire. Out of a total population of 9919, 1025 responses were received for the survey questionnaire. The findings revealed that asynchronous e-language learning was quite beneficial for second language (L2) learners, but with some limitations which could be scaffolded by synchronous sessions. Based on the findings, the researcher suggested a blend of both synchronous and asynchronous paradigms to create an ideal environment for e-language learning in Pakistan.
276 citations
CEMA1
TL;DR: This paper focuses on the concept of “openness” behind each format showing important differences, and shows that c- and x-MOOCs clearly differ on the learning theory and pedagogical model on which they stand.
Abstract: The last five years have witnessed a hype about MOOCs (Massive Open Online Courses) presaging a revolution in higher education. Although all MOOCs have in common their scale and free access, they have already bifurcated in two very distinct types of courses when compared in terms of their underpinning theory, format and structure, known as c-MOOCs and x-MOOCs. The concept of openness behind each of the formats is also very different. Previous studies have shown that c-and x-MOOCs share some common features but that they clearly differ on the learning theory and pedagogical model on which they stand. In this paper we extend earlier findings and concentrate on the concept of “openness” behind each format showing important differences.
219 citations
TL;DR: In this article, the authors explore the challenges faced by adult learners in online distance education through the analysis of relevant literature and reveal that adult learners have challenges related to internal, external, and program-related factors indicating the interrelated nature of these challenges.
Abstract: Although online distance education provides adult learners with an opportunity for life-long learning, there are still factors challenging them to engage in educational processes. The purpose of this study is to explore the challenges faced by adult learners in online distance education through the analysis of the relevant literature. The articles (N=36) published in the key journals in the fields of open and distance education, instructional technology, and adult education were reviewed and analyzed through constant comparative analysis in the current study. The findings reveal that adult learners have challenges related to internal, external, and program-related factors indicating the interrelated nature of these challenges. The findings also show that the challenges experienced by adult learners vary depending on their age, gender, knowledge and skills as well as the context in which they study. The findings of this study, which has an exploratory nature, have several implications for distance education stakeholders such as administrators, instructors, instructional designers, and policy makers.
198 citations
TL;DR: Open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not necessarily focused on OER as mentioned in this paper.
Abstract: Conceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not necessarily focused on OER. The latter, referred to in this paper as expansive definitions of OEP , encompass open content but also allow for multiple entry points to, and avenues of, openness. This paper explores the theoretical and empirical literature to outline how the concept of OEP has evolved historically. The paper aims to provide a useful synthesis of OEP literature for education researchers and practitioners.
183 citations
TL;DR: In this paper, 218 U.S faculty responses regarding Open Educational Resources (OER) were qualitatively analyzed and the top three barriers to the adoption of OER were need more information (faculty wanted more information before they would be willing to adopt OER), lack of discoverability, and confusing OER with digital resources.
Abstract: In this paper, 218 U.S faculty responses regarding Open Educational Resources (OER) were qualitatively analyzed. Ten categories emerged in the coding process. The top three categories that indicated barriers to the adoption of OER were need more information (faculty wanted more information before they would be willing to adopt OER), lack of discoverability (faculty wanted to be able to easily find repositories of OER), and confusing OER with digital resources (faculty were unaware of the difference between digital resources and OER). The top incentives identified in this analysis to overcome these barriers include student cost benefits (saving students money), student pedagogical benefits (faculty being able to make changes to OER to improve course content and instruction), and institutional support for the adoption of OER (whether in the form of course load reduction, curricular research assistance, or library support for finding and adopting OER). Future research is needed to better understand how to address and overcome these barriers to OER adoption.
153 citations
Performance Metrics
| Year | Papers |
|---|---|
| 2025 | 43 |
| 2024 | 50 |
| 2023 | 30 |
| 2022 | 31 |
| 2021 | 11 |
| 2020 | 37 |