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Digital Badge design and practice at a national level is a relatively new field of scrutiny and this study reports on a sector-wide initiative for building digital capacity with the design, and implementation of an ecosystem of 15 open courses in teaching and learning with digital badges to recognise the professional development of teachers in Irish higher education. Each course is provided in three delivery modes and mapped to Ireland’s National Professional Development Framework for teachers. This enables multiple access points for teachers to engage in professional development via the Framework and recognize their engagement through peer triads and a digital badge ecosystem. The paper critically discusses and reflects on the study of the complex phenomena of the application of the open courses within professional contexts. A novel dimension is the implementation of a peer triad system for recognition of PD. Implementing the open courses digital badges ecosystem was challenging as this different form of assessment required a clear understanding of all stakeholder expectations, the language of recognition and how the learning outcomes could be met and validated using a peer triad assessment. This paper concludes with sectoral learning on nationally recognized open course development, including success factors for building digital capacity, challenges encountered and transferability to other contexts.
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Building Digital Capacity for Higher Education Teachers: Recognising Professional Development Through a National Peer Triad Digital Badge Ecosystem

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Considerable effort has been invested in innovative learning practices in English Foreign Language courses (EFL) in universities. Flipped classroom model transforms passive listeners into active learners in school and home activities pace. Flipped classroom model and the foreign language teaching methods are student-centred learning environments in which students should have a certain level of self-regulated learning skills. The study suggest a model for flipped classroom implementations with regard to self-regulated learning strategies in order to keep students more active in the EFL courses. Students were allowed to apply goal setting and planning, rehearsing, help seeking, monitoring, testing, time management, organising, regulating and note taking strategies within the model in online and face to face sessions. We hope the suggested model can contribute to improve listening, reading, writing and speaking skills of students in EFL courses.
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Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design

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Transcripts and captions make videos more accessible to everyone. However, the time and resources required for manual transcription are a known barrier in creating accessible videos. This paper presents a small study where students (283) and tutors (27) reported their views on automatic transcriptions for recorded webinar videos. Despite not having perfect transcription accuracy, many students who have used the automatic transcripts found them to be useful. Students were also asked how they used transcripts and this included: to find specific information in a video, as a learning aid, as an accessibility aid, to compensate for the speaker’s accent and pace, to study on the go, to compensate for poor audio and/or connectivity and as an aid for non-native English speakers.
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Transcripts and Accessibility: Student Views from Using Webinars in Built Environment Education

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After a discussion about the possibilities and status of augmented reality in education, a good practice example of an augmented reality application is presented. This case study examines the use of an augmented reality app in higher education to support abstract STEM content, such as vectors. Based on this example, the implementation of such apps in didactic concepts and self-directed learning will be discussed. Furthermore, aspects of integration into digital learning and teaching will be addressed.
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Vector AR3-APP – A Good-Practice Example of Learning with Augmented Reality

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This article presents a survey census study performed in a small, remotely located municipality with four rural schools in the north of Sweden. The study is part of a larger project, Remote Consulting in special needs education between special educators and class teachers, the aim of which is to increase the equivalence between the municipality’s schools by giving more class teachers improved access to special needs education (SNE) consultations provided by special educators via remote consulting.
Prior to the start of the project, a questionnaire was sent out to all the class teachers in the participating schools. All the teachers approached answered the questionnaire. One of the aims of the survey was to gain increased knowledge about the teachers’ self-efficacy in their use of ICT. The most intriguing result was that three of the five 50-59 year-old teachers estimated their knowledge about ICT to be above average compared to that of their colleagues. A similar pattern was identified in the teachers’ use of ICT in their teaching. Of those who used ICT every day, three were 30-39 years old, three were 50-59 years old and one was 40-49 years old, while all of those who used ICT less than once a week were younger than 39. The results of the study indicate that the teachers in this study are adequately equipped to proceed from physical counselling to remote consulting in special needs education.
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Educators’ Digital Competence in Swedish Rural Schools

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The development of technology and the widespread application of digital tools, such as teleconference (or videoconference), has led researchers to reflect on traditional theories and models of learning concerning Distance Education, as well as the formulation of new ones. The aim of this study is to propose the introduction of the concept tele-mathesis in Distance Learning, in order to describe the learning process by videoconferencing in Distance Education, which has features of an “embodied” and “integrated” way of learning. This is a theoretical study based on Illeris’ Theory of “Integrated” Learning that has been adopted in Distance Learning, using elements of the Theory of Tele-proximity concerning learning by videoconferencing in Distance Education. According to the developed argumentation the importance of the senses, emotions and “techniques of the body” is revealed in both the educational and learning process by videoconferencing, in order to reduce the transactional distance between the teacher and the learner, as well as, to lead to a positive distance educational experience. Thus, the cognitive, emotional and social factors involved in “tele-mathesis”, turn videoconferencing into an “embodied” and “integrated” way of learning. At the same time, it is showed that the empowerment of “tele-mathesis” requires appropriate planning and specific management methods. It is therefore proposed to introduce the term telemathesis in Distance Education so as to fully attribute this specific learning process of Distance Education.
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Proposition for the Introduction of the Concept Telemathesis in Videoconferencing in Distance Education

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E-authentication is one of the key topics in the field of online education and e-assessment. This study was aimed at investigating the user experiences of students with special educational needs and disabilities (SEND) while developing the accessible e-authentication system for higher education institutions. Altogether, 15 students tested the system (including instruments for face recognition, voice recognition, keystroke dynamics, text style analysis and anti-plagiarism), developed as part of the TeSLA project. Students also completed pre-questionnaires and post-questionnaires and attended individual interviews. The findings reveal positive expectations and experiences of e-authentication. Students believed that the e-authentication system increased trust and, thus, diversified their possibilities for studying online. Students found some challenges and emphasized that the e-authentication system should be reliable and easy to use. The possibility to use different kinds of instruments was perceived as an important feature. Students’ willingness to use these instruments and share their personal data for e-authentication varied due to their disabilities or individual preferences. The results suggest that students should have options for what kind of e-authentication they use.
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Developing E-Authentication for E-Assessment – Diversity of Students Testing the System in Higher Education

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. 