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Canadian Initiative for Distance Education Research - CIDER

Canadian Initiative for Distance Education Research - CIDER

Owner: Terry Anderson

Group members: 38

Description:


The Canadian Initiative for Distance Education Research (CIDER) is a research initiative of the Centre for Distance Education, Canada's largest graduate and professional distance education programming provider, at Athabasca University, Canada's Open University.

CIDER sponsors a variety of professional development activities designed to increase the quantity and quality of distance education research. CIDER's professional development scope is broad, ranging from learning and teaching application, issues of finance and access, the strategic use of technology in distance education settings, and other factors that influence distance education in Canada.

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Latest session: April 1 2015

Distance-Educator.com

Back when I was in school, class projects were limited to written reports, dioramas, and posters—things we could create with pencils, paper, Popsicle sticks, and glue. To say our students today have many more options available to them would be the understatement of the 21st century. eSchool News
2 days ago
The use of asynchronous discussion forums (ADFs) is thought to assist in enhancing students’ collaborative learning and critical thinking throughout higher education. However, previous research has mainly focused on individual critical thinking while the investigation of critical thinking during group work has been generally overlooked. Furthermore, few studies have investigated critical thinking processes of the […]
2 days ago
This paper studies the standards of higher Distance Education, focusing on the Hellenic Open University, for people who have visual impairments, so that it becomes fully accessible and thus helps reduce social exclusion. Specifically, it aims to study the operational context of Distance Education, the possibilities that modern technology provides the educational needs of the […]
2 days ago
The search for possible applications in the field of Education, by means of domain specific ontologies on the issues of assessment of learning (assessment) and system (evaluation), has been implemented through the construction, testing and evolution of an integrated learning environment called EduOntoWiki. It is supported by ontological structures related to science education based on […]
2 days ago

Next session: May 6 2015

In the context of the hype, promise and perils of Big Data and the currently dominant paradigm of data-driven decision-making, it is important to critically engage with the potential of Big Data for higher education. We do not question the potential of Big Data, but we do raise a number of issues, and present a number of theses to be seriously considered in realising this potential.

The University of South Africa (Unisa) is one of the mega ODL institutions in the world with more than 360,000 students and a range of courses and programmes. Unisa already has access to a staggering amount of student data, hosted in disparate sources, and governed by different processes. As the university moves to mainstreaming online learning, the amount of and need for analyses of data are increasing, raising important questions regarding our assumptions, understanding, data sources, systems and processes.

This article presents a descriptive case study of the current state of student data at Unisa, as well as explores the impact of existing data sources and analytic approaches. From the analysis it is clear that in order for big(ger) data to be better data, a number of issues need to be addressed. The article concludes by presenting a number of theses that should form the basis for the imperative to optimise the harvesting, analysis and use of student data.

Thu, 12 Feb 2015

How do (potential) students differ in their preferences for the organization of online and distance courses and programs, can these differences be grouped into preference profiles, and are there any associations between these profiles and variables, such as achievement and dropout, that are relevant for the promotion and design of online and distance teaching?

In this study, three groups (enrolled students, N=1939; prospective students, N=296, people in the target group of the course or program, N=255) completed a survey consisting of 28 items with which to identify their preferences. Various significant differences in preferences between the groups were found in the item scores. Exploratory factor analysis resulted in five meaningful factors that were used to create 32 preference profiles that are identified by the dichotomized scores on the factors. In this way, the profiles conserve their dimensional relationship instead of presenting profiles as distinct types. The factors in which student preferences differ are: collaboration (group work versus self-study), pacing (fixed time schedule versus flexibility in time and tempo), the degree to which the study has a practical orientation, the degree of proactive (versus reactive) teaching and a preference for indepth learning versus superficial learning.

Significant associations have been found between preference profiles and the discipline in which the student group studies, the type of program (e.g., bachelor, master), and the number of study points obtained in the last year per discipline. The results indicate that the enrolled students are more aligned to the characteristics of the teaching-learning process than the other two groups.

Wed, 11 Feb 2015
This article describes both the process and the results of an extensive literature review on reusability as one of the key factors for the creation of open content in the context of open and distance learning. Qualitative analysis of texts was made from 1992 to early 2014 in order to identify meanings associated with reusability and its evolution over time. Results show that reusability is not a univocal concept and its meaning has evolved from its early years, especially focusing over the last decade on adaptation processes. Furthermore, the review indicates that reusability has traveled through a complex path from a technological to an educational context and the ideas related to it, in each case, projected different practical implications. A more profound understanding of such ideas is critical to face institutional approaches to create and reuse open educational resources as well as the design and implementation of open educational practices.
Wed, 11 Feb 2015

Astronomy: State of the Art is a massive, open, online class (MOOC) offered through Udemy by an instructional team at the University of Arizona. With nearly 24,000 enrolled as of early 2015, it is the largest astronomy MOOC available. The astronomical numbers enrolled do not translate into a similar level of engagement. The content consists of 14 hours of video lecture, nearly 1,000 Powerpoint slides, 250 pages of background readings, and 20 podcast interviews with leading researchers. Perhaps in part because of the large amount of course content, the overall completion rate is low, about 3%. However, this number was four times higher for an early cohort of learners who were selected to have a prior interest in astronomy and who took the class in synchronous mode, with new content being added every week. Completion correlates with engagement as measured by posts to the online discussion board. For a subset of learners, social media like Facebook and Twitter provide an additional, important mode of engagement. For the asynchronous learners who have continuously enrolled for the past 15 months, those who complete the course do so quickly, with few persisting longer than two months. The availability of a free completion certificate had no impact of completion rates when it was added midway through the period of data analyzed in this paper. This experiment informs a new offering of an enhanced version of this MOOC via Coursera, along with a co-convened “flipped” introductory astronomy class at the University of Arizona, where the video lectures will be online and class time will be used exclusively for small group labs and hands-on activities. Despite their typically low completion rates, MOOCs have the potential to add significantly to public engagement with science, and they attract a worldwide audience.  

Wed, 11 Feb 2015

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