http://www.eurodl.org/ISSN 1027-5207Thu, 01 Jul 2010 13:57:07 GMThttp://www.eurodl.org/?p=current&article=410The Open University, an open distance learning institution, is increasingly using a Virtual Learning Environment (VLE) that requires internet access. This paper investigates how the move to a VLE has affected one group of students who do not have internet access – offender learners studying in prison. Members of the armed forces and secure hospital patients also have restricted access to the internet. E-learning practitioners design courses on the assumption that students will have easy internet access and other appropriate technology. This is not always the case. This paper reports on an action research project that identified alternative approaches to learning activities that required internet access. Project initiatives enabled six offender learners to complete a course that had previously been classified as unsuitable for study in prison. The use of alternative approaches opens up the possibility of distance learning for students who would otherwise be excluded from distance e-learning courses. The author proposes an EDO framework, classifying activities as 'Essential', 'Desirable' or 'Optional'. The framework highlights activities needing alternative approaches if a student is to complete the course successfully. By applying the framework, practitioners can design and deliver a course that utilises technology appropriate to the student's environment.Val Hancock{ee08629c-f75e-305a-ffe1-9186529530d6}Thu, 01 Jul 2010 13:57:01 GMThttp://www.eurodl.org/?p=current&sp=brief&article=408Two – way communication between students and tutors is one of the two key factors contributing to the success of a Distance Learning programme, the other being the complete and well-designed educational package. Both elements are essential to guide students' learning...Anastasiades Panagiotis, Iliadou Chrysoula{e95657a7-26a2-c734-cee4-f69eaa9f9538}Thu, 01 Jul 2010 13:39:31 GMThttp://www.eurodl.org/?p=current&article=405The aim of this study is to characterize the current status of blended learning in Portugal, given that b-learning has grown exponentially in the Portuguese market over recent years. 38 organizations (representing 68% of all institutions certified to provide distance training by the Government Labour Office – DGERT -) participated in this study. The results revealed that in 2007, although the predominant instructional format in Portugal was still face-to-face training (65%), e-learning at 15% came in behind b-learning with 20%. Data also revealed that 50% of distance training department coordinators believe that b-learning produces better training outcomes than face-to-face training alone, when considering the same content and learning objectives. Furthermore, when comparing b-learning and e-learning outcomes with similar content and learning objectives, 78.1% of these coordinators declared that b-learning produces better outcomes than e-learning alone. Hence, the content analysis indicated positive perceptions with regard to the future direction of b-learning, leading to the conclusion that in the long-term, corporate b-learning training will develop considerably in this country.Júlia Marçal, António Caetano{103fe393-fc27-5b32-e52f-35be7083a500}Tue, 08 Jun 2010 12:40:16 GMThttp://www.eurodl.org/?article=402E-learning has constantly increased its importance in education. Both public and private organizations use it extensively. However, doubts have been expressed in regards to its effectiveness. These difficulties often have their origin in human-system interaction, thus there is the necessity to investigate interaction in e-learning. We approach these interaction problems from a user psychological point of view. This means that we apply psychological concepts, methods and theories to solve interaction problems. In this paper, we want to emphasize that there are many emotional aspects in the human-technology interaction processes, and consequently we analyze the emotional processes involved in e-learning.Sanna Juutinen, Pertti Saariluoma{d709cf1-6db1-3981-e14c-26033175f7d8}Mon, 31 May 2010 14:47:13 GMThttp://www.eurodl.org/?article=397This paper reports on an empirical research on the Interaction Equivalency Theorem posited by Anderson (2003a), consisting of the three elements of teacher-student-content interaction. Using an author-developed survey, the paper reports the priority order of interaction elements to assure learning quality with two parameters of learning modes and subject orientations. The inventory was tested in four universities with a total of 236 students. The results revealed that student-teacher interaction for face-to-face (F2F) and language-oriented course, and student-content for online and knowledge-oriented course were prioritized in students' perceptions to obtain higher satisfaction. In addition, the experience of increased asynchronous online written interaction with peers in the blended course design produced a change in the students' perceptions towards the necessary interaction elements. The research therefore adds empirical validity of the Theorem. Further research directions regarding the Theorem are also provided. Terumi Miyazoe, Terry Anderson{123545d9-f48d-e68b-f703-e77bd70e818}Tue, 27 Apr 2010 12:12:10 GMThttp://www.eurodl.org/?p=current&sp=full&article=395Research into tutoring at a distance has a fairly long history and the functions of tutors in distance education institutions are well understood. Over the past 20 years research into online tutoring has advanced significantly as such institutions have 'gone electronic': in this paper we cite published research from the UK Open University. Recently, blogs, wikis and podcasts have arrived to supplement established systems like email, virtual learning environments (VLEs, such as Blackboard) and computer conferencing. Little research has been published so far, however, on tutoring distant students in three-dimensional multi-user virtual environments (3-D MUVEs). Distance educators may well ask whether the best practices from tutoring at a distance and online tutoring can be transferred to these environments, which do not resemble VLEs. To clarify what may or may not be feasible in a prime example of a 3-D MUVE, this paper elucidates tutoring by and through avatars on a Second Life Island created by the Beyond Distance Research Alliance at the University of Leicester (which has 7,000 students learning at a distance). It analyses what can be done in Second Life by way of meeting students' needs for tutoring, and discusses some of the opportunities and challenges inherent in asking students and tutors to meet in such an environment.David Hawkridge, Matthew Wheeler{5e10e27c-1a69-a157-bfcd-54763ae1c5b}Fri, 26 Mar 2010 09:54:22 GMThttp://www.eurodl.org/?article=393In this paper, we urge practitioners to consider the potential of podcasting for teaching, learning and assessment. Our perspective is drawn from research on IMPALA (Informal Mobile Podcasting And Learning Adaptation), which showed that there is a range of successful podcasting approaches for students on campus. After briefly surveying the background literature, we provide examples of three approaches, from three different universities: 1) helping students to prepare presentations and assessed work, 2) offering feedback from staff on students' assessed work, and 3) assisting undergraduates to make the transition from school or college to university. Finally, we would like readers to consider how podcasting approaches like these can be converted for distance education. On the evidence available to date from IMPALA and other studies, we feel confident in predicting that podcasting will be integrated more and more into distance education, to the immense benefit of the long distance learner.Palitha Edirisingha, David Hawkridge,John Fothergill{f4cf1c28-7e26-db15-2f0a-dbc7aa8f7cb0}Fri, 26 Mar 2010 09:39:38 GMThttp://www.eurodl.org/?p=current&sp=full&article=390Since 2002 the «Zurich E-Learning Certificate» offers lecturers and academic staff from the three main universities in Zurich the possibility to take part in a professional development program which supports the acquirement of eCompetence. The program is the result of a cooperation between the University of Zurich (UZH), the Swiss Federal Institute of Technology Zurich (ETHZ) and the Zurich University of Teacher Education (PHZH).Benno Volk, Stefan Andreas Keller{33ba75b2-f49d-80be-62b6-26e71fafa32c}Tue, 09 Mar 2010 09:28:58 GMThttp://www.eurodl.org/?p=current&sp=full&article=388Professional development for distance tutors is traditionally delivered through texts or websites, supplemented by face to face workshops. However, one of the major challenges is to ensure that they engage with the materials and carry away something which is of value to their practice. At the Open University (UK) our 8000 tutors work from home, and have few opportunities to meet fellow tutors on the course that they tutor. We have been exploring the use of online activity design to support tutors in learning by undertaking activities in online communities. This provides opportunities for professional development and discussion with their peers, while at the same time offering some flexibility in participation.Janet Macdonald{52456756-cbc2-5455-3d-2fb7c4069d89}Tue, 09 Mar 2010 09:27:40 GMThttp://www.eurodl.org/?p=current&article=385Mentoring works as a strategy for helping people and particularly disadvantaged groups of population such as the unemployed, young people or immigrants improve their professional opportunities and succeed in life. It helps give people the confidence, access to valuable resources, and skills they need to reach their potential.M. Begona Arenas, Alicia Hitos, Matteo Perchiazzi, Sara Ugolini{101928c-b097-119-15a6-e765c35b59d9}Tue, 09 Mar 2010 09:26:24 GMT