You are here:

Open Praxis

Feb 13, 2015 Volume 7, Number 1


Inés Gil-Jaurena

Search this issue

Table of Contents

Number of articles: 7

  1. Social Interaction in Self-paced Distance Education

    Terry Anderson, Lorne Upton, Jon Dron & Judi Malone, Athabasca University; Bruno Poelhuber, Universit de Montral

    In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, ... More

    pp. 7-23

  2. Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade

    Jenny Mackness, Independent Education Consultant and Researcher; Frances Bell, Itinerant Scholar

    The authors present findings from the first stage of research into a ‘home-grown’ connectivist MOOC, Rhizomatic Learning: The Community is the Curriculum (Rhizo14). We compare the surface view of... More

    pp. 25-38

  3. Students’ and tutors’ perceptions of feedback on academic essays in an open and distance learning context

    Jack Chokwe, University of South Africa

    Feedback is the most important aspect of the learning and teaching process. Through feedback, tutors/lecturers provide an important intervention in teaching as students would always like to know... More

    pp. 39-56

  4. Perspectives on influencing aspects for students' acceptance of multimedia materials in training programs

    Mayra Gonzlez Crdova, Marcela Gmez Zermeo & Irma Garca Meja, Tecnolgico de Monterrey

    This study was carried out in order to improve the understanding and learning of participants enrolled in face-to-face training programs, and to enhance their learning and retention of content... More

    pp. 57-69

  5. Role of e-learning in capacity building: An Alumni View

    Muhammad Zaheer, Sadia Jabeen & Mubasher Qadri, Virtual University of Pakistan

    The concept of knowledge sharing has now expanded because of sophisticated communication tools. A common consensus has been generated for spreading knowledge beyond boundaries and making collective... More

    pp. 71-81

  6. Key skills for co-learning and co-inquiry in two open platforms: a massive portal (EDUCARED) and a personal environment (weSPOT)

    Alexandra Okada, The Open University UK; Antonio Serra, Universidade Estadual do Maranhao; Silvar Ribeiro & Sonia Pinto, Universidade do Estado da Bahia

    This paper presents a qualitative investigation on key skills for co-learning and co-inquiry in the digital age. The method applied was cyber-ethnography with asynchronous observation (forum and... More

    pp. 83-102

  7. Strength in Numbers: Learning Together in Online Communities – A Learner Support System for Adult First Nation Students and Practitioners

    Heather Sanguins, Wilfrid Laurier University

    Longstanding calls for return to self-government and continuing alienation of First Nations’ youth from mainstream educational systems point to the need for provision of adult education that serves... More

    pp. 103-112