Editorial - Volume 20, Issue 3[Record]

  • Dietmar Kennepohl

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International Review of Research in Open and Distributed Learning Volume 20, Number 3 July - 2019 Editorial — Volume 20, Issue 3 Dietmar KennepohlInterim Co-editor, Athabasca University Welcome to the third issue of 2019. I hope you are having a good summer. For many, this is not only a time of new ideas and sharing at conferences, but also a chance to step back a moment from the regular mayhem to reflect. Here at IRRODL we are also taking some time now for self-examination. You will have noticed that as of May 1, 2019 we took a break from accepting submissions (not more than six months) and will be moving to a regularized publication schedule in 2020. As part of our break we are not only catching up on the long publication queue but are also discussing internal processes to improve our focus, balance of topics, and shorten the time from submission to publication. In a short span of time IRRODL has grown tremendously in popularity, while earning a reputation for high-quality articles. In part, this is because of hard working and dedicated staff supporting the journal. However, I believe our success is primarily due to the ongoing contributions of scholars, and the time and expertise of our reviewers. The value of that community of peer reviewers cannot be overstated. Still, success for IRRODL has also meant dealing with about 600 submissions each year. It is a good problem to have, but still requires careful consideration as to how to best deal with this given our limited resources. In the meantime, for your own reflections and summertime reading we offer an issue which provides some interesting ideas as well as inspiration. In our first article Lin presents us with a study of undergraduate students’ perceptions of using only OER in an introductory course at a large American public university. Advantages and challenges are identified and used to inform course design and implementation. In the following paper Mittelmeier, Rogaten, Long, Dalu, Gunter, Prinsloo, and Rienties unpack the early multifaceted adjustments associated with studying in absence of a physical campus in the South African context. Key factors that impact distance learning experiences for students in this regional hub environment are identified and analyzed. To address low completion rates in MOOCs Handoko, Gronseth, McNeil, Bonk, and Robin compare the differences in the use of self-regulated learning strategies between learners who finished their course and those who did not. While goal setting had the greatest influence on completion, the role of other subprocesses are also examined. In their paper, Montes-Rodríguez, Martínez-Rodríguez, and Ocaña-Fernández investigate the prevalence and characteristics of the case study as a methodology for research on MOOCs. A systematic analysis of current scientific literature is presented, eventually building a case for future research using this methodology. Subramaniam, Suhaimi, Latif, Kassim, and Fadzil explore the factors that could influence readiness levels and indicate that self-efficacy was the most significant. This paper depends on an analysis of adult students studying in Malaysian higher education institutions. To enhance teachers’ continuing professional learning opportunities, Oddone, Hughes, and Lupton propose a model of learning based, in part, on interaction with others through a personal learning network (PLN) underpinned by concepts such as connectivism. The model comprises three elements: arenas of learning, teacher as learner, and PLN. Al-Samarraie conducts a review of the literature to increase current knowledge regarding the use of videoconferencing systems. A classification of the videoconferencing paradigms from the constructivism and cognitivism perspectives is provided, as well as consideration of relevant challenges that emerge when using certain videoconferencing systems in both learning and teaching situations. While there ...