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The International Review of Research in Open and Distributed Learning

Jan 22, 2011 Volume 12, Number 2


Rory McGreal; Dianne Conrad

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Table of Contents

Number of articles: 8

  1. Embodied and embedded theory in practice: The student-owned learning-engagement (SOLE) model

    Simon Atkinson, London School of Economics and Political Science

    The demands on academic staff in all sectors to adopt best ODL practices to create effective and efficient models of learning in the face of increasing external pressures show no signs of abating. ... More

    pp. 1-18

  2. Head of gold, feet of clay: The online learning paradox

    Thomas Power & Anthony Morven-Gould, Laval University

    Although online learning (OL) is becoming widely accessible and is often viewed as cutting-edge, the actual number of regular faculty participating in this form of teaching remains small. Moreover,... More

    pp. 19-39

  3. MarylandOnline's inter-institutional project to train higher education adjunct faculty to teach online

    Julie Shattuck, Frederick Community College; Bobbi Dubins, Allegany College of Maryland; Diana Zilberman, Baltimore City Community College

    This article reports on an inter-institutional project to design, develop, pilot, and evaluate a state-wide online training course for higher education adjunct faculty who are preparing to teach... More

    pp. 40-61

  4. The isolation of online adjunct faculty and its impact on their performance

    Vra Dolan

    Using a grounded theory qualitative research approach, this article examines the experiences of 28 adjunct faculty members who work at the same university, exploring their views on whether... More

    pp. 62-77

  5. A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

    Yeonjeong Park, Virginia Tech

    Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However,... More

    pp. 78-102

  6. Delimiting the prospect of openness: An examination of initial student approaches to e-learning

    Christopher Naughton, New Zealand Tertiary College; John Roder, University of Auckland; Juliette Smeed, New Zealand Tertiary College

    When converting from a paper-based distance mode to an online mode of teaching, certain expectations arise that students may engage not only in the development of extended research activity but... More

    pp. 103-121

  7. Mobile learning via SMS at Open University Malaysia: Equitable, effective, and sustainable

    Tina Lim, Mansor Fadzil & Norziati Mansor, Open University Malaysia

    This article describes Open University Malaysia’s efforts at enhancing the blended learning approach for undergraduate distance learners with the successful implementation of the Mobile Learning... More

    pp. 122-137

  8. Universal instructional design principles for mobile learning

    Tanya Elias, Athabasca University

    The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular... More

    pp. 143-156