<abstract xmlns="http://www.w3.org/1999/xhtml">

While technology-assisted learning has become commonplace in education, its applications are rarely examined along geopolitical and cultural perspectives that reveal certain shared and vastly distinct localized practices in evolving pedagogy and cultural dynamics. For developing countries such as Uzbekistan, collaborating virtually with a university in the U.S. may represent both a technological and socio-cultural challenge. Conducting a virtual international project, nonetheless, offers a unique chance to experience <italic>another</italic> culture in real time through its people, exposing reductionist perceptions of <italic>other</italic> cultures and humanizing that <italic>other</italic> through community-generated dialogue. Virtual intercultural exchanges advance intercultural communicative competency and constitute an effective format for high-impact learning practices that advance students’ understanding and appreciation of diversity, equity and inclusion in traditional and online classrooms. This surveys student evaluations of a pilot Virtual International Exchange (VIE) completed between U.S. and Uzbek students in 2018, and underpins a theoretical framework for the benefits of concurring <italic>cognitive dissonance</italic> for the benefit of open, equitable and inclusive pedagogical models.
</abstract>

Virtual International Exchange as a High-Impact Learning Tool for More Inclusive, Equitable and Diverse Classrooms

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Since the early 2000s, a plethora of web-based learning technologies has been developed, each proposing to improve the student experience. Yet, a study conducted by Martin et al. (2018) demonstrate sporadic new technology adoption in Higher Education (HE), despite wide-scale social interest and a wealth of academic publications. This paper aims to provide a framework to explore this problem from an institutional perspective, involving both educational planners and pedagogues. This framework, the Pedagogic Realignment with Organisational Priorities and Horizon Emergent Technologies Framework or PROPHET Framework, is a new three phase framework that combines two distinct research methodologies used by policy makers and pedagogues with a new dynamic multi-level diffusion of innovation (DMDI) model specifically designed to support dialogue between these stakeholders. Application of the PROPHET Framework will enable stakeholders to arrive at a common understanding about the efficacy of such new technologies and collaborative exploration of technology through these different lenses will lead to increased confidence in its value and relevance. It is hypothesised that undertaking this process will increase the adoption rate of Horizon Emergent Technologies, resulting in operational policy amendments and evidence of impact in the learning environment.
</abstract>

Exploring the Problem of Establishing Horizon Emergent Technologies within a Higher Education Institution’s Operational Framework

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Creating a Massive Online Open Course (MOOC) based on analysis from research requires the adaptation of MOOC pedagogies. For example, course designers need to follow certain design principles and adapt learning content to the pedagogies and constraints of a MOOC platform. That said, this paper outlines five different learning design principles that create active learning in a MOOC. These emerged when adapting knowledge from a research case study. To exemplify the adaptation, this paper examines how research from a sociological, qualitative classroom study about a teacher who used digital technologies in foreign-language training at a Norwegian high school was adapted for a MOOC that ran on FutureLearn.
</abstract>

Five Learning Design Principles to Create Active Learning for Engaging with Research in a MOOC

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While research has established the importance of questions as a key strategy used to facilitate student interaction in online discussions, there is a need to explore how the structure of questions influence students’ interactions. Using learning analytics, we explored the relationship between student-student interaction and the structure of initial questions with and without the Practical Inquiry Model (PIM). Degree centrality was used as the method to analyse the number of responses each student sent (out-degree centrality) and the number of responses each student received (in-degree centrality). Findings showed that the number of responses each student sent and received was higher in the discussions initiated by the PIM-question prompts. In addition, analysis revealed a positive relationship between students’ interaction and the discussions structured with PIM and non-PIM questions. Finally, there was a significant difference in out-degree centrality but no significant difference in in-degree centrality between discussions structured with the PIM and non-PIM questions. We conclude that initial questions can be structured using PIM as a guiding framework to facilitate student-student interaction in online discussions.
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Exploring the Relationship Between Interaction and the Structure of Questions in Online Discussions Using Learning Analytics

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With the current issue of student retention and attrition as a major aspect of online education, this interpretivist qualitative case study sought to determine whether online facilitators and online student-to-student relationships affect online graduate students’ ability to complete their modules and achieve student learning objectives and outcomes (LOO). This study encompassed CoI (Community of Inquiry) and surveyed 54 participants who indicated that the three interdependent presences that form part of CoI (cognitive, social, and teaching) were instrumental in helping them to complete their modules and to achieve student learning objectives and outcomes (LOO). Students’ feedback on online facilitators exemplified their cognitive presence in the form of statements linked to triggering events and exploring of ideas. However, there were few statements connected to integration and none linked to resolution. Overall, most of the data collected connected to subsets of teaching and social presences rather than cognitive presence. Additionally, students’ feedback on their peers suggests that social presence that fosters group cohesion is the most critical factor to assist in completion of the modules and achieving student LOO. Open communication was also indicated and, to a lesser degree, personal/affective subsets of social presence were evident. The findings of this study suggest that more research is needed on the components of the three presences and their relationship to students’ ability to complete the module and achieve student LOO.
</abstract>

charmaine.bissessar@roehampton-online.ac.uk

International Online Graduate Students’ Perceptions of CoI

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This article profiles a MOOC on International Franchise Law offered by UNSW Sydney in 2016. The IFL MOOC is an example of an open access legal education course that was successfully integrated in real time into an on-campus curriculum for students majoring in business law. Opportunities, and future challenges that emerged for legal education are addressed.
</abstract>

Integrating Global Online Legal Education with an On-Campus Franchise Course: A Role for MOOCs

AHEAD OF PRINT

Volume 26 (2024): Issue 1 (March 2024)

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European Journal of Open, Distance and E-Learning

Call For Papers for the EURODL Special Issue: “The Integration of Generative AI (GenAI) in Teaching and Learning”. The deadline to submit your full paper is 28 February 2024.  Aims and Policies  The European Journal of Open, Distance and E-Learning (EURODL) is an electronic, multi-media, open access journal. It has no article processing charges (APCs) and not article submission charges.  The double blind peer-review journal publishes the accounts of research and presents scholarly work and solid information about open, distance, online and e-learning in technology-enhanced education and training in its most inclusive definition since 1995.  By covering all sectors within education and training, this e-journal promotes the work of researchers and practitioners in education and wishes:   to present a forum for discussion of ODL issues at all educational levels and in all training contexts;  to create a place where European concerns and experience of the learning potential in new educational media can be articulated;  to exchange ideas on cross-cultural collaboration and knowledge transfer;  to explore and demonstrate the potential of electronic publication;  to weave links between journal contributions and other resources and forums in European ODL.   The language of publication is English, with an abstract in the author's chosen language. Additionally, there is an option to publish the originally submitted paper's identical copy in another language; however, this latter contribution is not refereed. The journal allows all the languages of Europe to appear, as the abstract and/or the optional contribution will be in the chosen language of the authors and will therefore extend e.g. from Lithuanian to German.  Focal Themes of EURODL   Implementing distance and e-learning in traditional contexts  The influence of various concepts and methodologies of education and training  Developing and implementing institutional strategies  Searching for best practice in support of professionalisation  Coping with resistance in existing "cultures" (research – teaching – management)  Learning process design, teaching methodologies  Learner support, student-teacher interactions  Teacher and tutor training  Collaborative learning issues  New technologies and new learning: concepts and models  Developing and designing new models of production and delivery in ODL and e-learning  Multimedia approaches, virtual education and virtual mobility issues  E-Learning environments and platforms  Informal arenas of learning – learning opportunities in daily life and the workplace  Social networking and learning  Quality, evaluation and accreditation challenges  Quality assurance, quality management systems and frameworks in distance and e-learning  Evaluation and benchmarking methods and procedures  Standardisation issues  Assessment and accreditation of courses and institutions  The European dimension and cultural factors in ODL  The influence of political, institutional and cultural traditions on ODL  Open, distance and e-learning in international contexts: motivation, interests and experience in the educational world  Values in European approaches to distance and e-learning in a global context  Impact and achievements of EU initiatives in the fields of distance and e-learning  Distance and e-learning policy and development  Modernisation of education in policy – Evolution of the discourse about ODL and e-learning from historical perspectives  The state of art of the technology-methodology development; consolidating the distance and e-learning practice for the new knowledge societies  The role of internationalisation in the consolidation, standardisation and professionalisation of the European ODL and e-learning  The role of e-learning and distance education in the modernisation process of economies, societies and education systems  Management and Organisational Development  Logistic and organisational challenges  Strategic leadership and organisational change in distance and e-learning contexts  Management styles for distance and e-learning organisational development  Economic models for distance and e-learning activities   Copyright Information ©  European Journal of Open, Distance and E-Learning is the journal of the European Distance and E-Learning Network (EDEN) published by Sciendo.  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process.   BACK ISSUES:  EURODL volumes published before 2014 are available here. 