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Journal of Open, Flexible, and Distance Learning

2012 Volume 16, Number 1


Alison J. Fields

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Table of Contents

Number of articles: 12

  1. Using online assessment to replace invigilated assessment in times of a natural disaster: Are some online assessment conditions better than others?

    Stephen Agnew & Stephen Hickson, University of Canterbury

    As a result of the Canterbury earthquake on 4 September 2010, and associated aftershocks on 22 February 2011 and 13 June 2011, final examinations in the two first-year Economics papers at... More

    pp. 1-13

  2. Resilience as a quadripartite responsibility: Indigenous students and distance education

    Julie Willems, Monash University

    Considerations of educational resilience are often linked to student participation, retention, and outcomes in distance higher education, in spite of adversity, equity issues, or ‘invisible... More

    pp. 14-27

  3. Relationships between online motivation, participation and achievement: More complex than you might think

    Maggie Hartnett, Massey University

    With the increasing importance and rapid growth of online courses, diversification of the student population, and the growing concern over retention rates, exploration of learner online... More

    pp. 28-41

  4. Re-inventing PLD: Ensuring relevance and building resilience

    Hazel Owen, Ethos Consultancy NZ

    Innovation may best be considered as reinvention rather than invention. This observation is supported by a gradually accelerating change in how professional learning and development (PLD) for... More

    pp. 42-55

  5. Investigating a relationship between learner control and self-efficacy in an online learning environment

    Widchaporn Taipjutorus, Sally Hansen & Mark Brown, Massey University

    In both traditional face-to-face and online learning contexts, self-efficacy has been shown to be a key contributor to learner success. Once established, self-efficacy can be generalised to other... More

    pp. 56-69

  6. Understanding the context of distance students: Differences in on- and off-campus engagement with an online learning environment

    Stuart Palmer, Deakin University

    While a growing number of higher education institutions are providing online modes of study for both on- and off-campus students, there are very real differences in demography, technology... More

    pp. 70-82

  7. The FarNet journey: Perceptions of Maori students engaged in secondary online learning

    Carolyn Bennett, FarNet: VLN E-Learning Cluster; Michael Barbour, Wayne State University

    This case study investigated the perceptions of Maori students in the Virtual Learning Network (VLN) on what constituted effective strategies for engaging them in online learning. The four... More

    pp. 83-98

  8. Re-visualising innovative online learning spaces in an early childhood teacher education programme

    Lesley Pohio & Maryann Lee, The University of Auckland

     This paper presents a critical examination of the challenges and rewards of re-visualising and designing an innovative online space for a first-year Bachelor of Education (BEd) Early... More

    pp. 99-107

  9. Inside the virtual classroom: Student perspectives on affordances and limitations

    Garry Falloon, The Faculty of Education, University of Waikato

    Research indicates learners studying at a distance can traditionally experience perceptions of isolation and lack of ‘belonging’ and support, which can adversely affect their learning... More

    pp. 108-126

  10. I learnt a whole lot more than churning out an essay: Using online tools to support critical collaborative inquiry in a blended learning environment

    Elaine Khoo, E Johnson & Anne Zahra, University of Waikato, New Zealand

    This paper reports on a qualitative case study of a teacher and her students in a postgraduate Tourism course in New Zealand in which a Learning Management System (LMS), discussion forums, and... More

    pp. 127-140

  11. E-learning and higher education: Understanding and supporting organisational change in New Zealand

    Stephen Marshall, Victoria University of Wellington

    Over an 18 month period four educational institutions, a New Zealand University, PTE (Private Tertiary Enterprise), Wananga, and ITP (Institute of Technology or Polytechnic), have engaged in a... More

    pp. 141-155

  12. Categorising e-learning

    Amy Wilson, Massey University

    Categorising-learning is almost as problematic as defining the term. In an attempt to quantify/qualify the level of e-learning use in the tertiary sector in New Zealand, the Ministry of Education (... More

    pp. 156-165