Journal of Open, Flexible, and Distance Learning
2012 Volume 16, Number 1
Editors
Alison J. Fields
Table of Contents
Number of articles: 12
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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