Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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    Engaging new Antarctic learners and ambassadors through flexible learning, open education and immersive video lectures
    (Cambridge University Press, 2019-12-11) Priestley R; Dohaney J; Atkins C; Salmon R; Robinson K
    In April 2017, Victoria University of Wellington launched ICE101X - Antarctica: From Geology to Human History - on the global edX platform. This Massive Open Online Course, or MOOC, attracted 5735 learners from around the world, who engaged with content about Antarctic science, history, geology, and culture, primarily through video lectures filmed in Antarctica. Analysis of feedback from learners in three iterations of the course, offered between 2015 and 2017 and culminating in ICE101X, revealed that learners enjoyed the immersive Antarctic field lectures and learning through a diverse set of disciplinary lenses, had some preconceptions about Antarctica that were challenged by the course content, and completed the course with a new sense of interest in and protection of Antarctica.
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    Improving Remote Teaching and Online Learning
    (Flexible Learning Association of New Zealand (FLANZ), 2021-08-08) Hartnett M; Fields A; Hartnett M; Fields A
    This issue of the Journal of Open, Flexible and Distance Learning (JOFDL) contains an invited piece from a well-known author in the field. The intention is to include an invited piece in subsequent issues. This contribution from Rick Shearer focuses on theory in open, flexible, and distance education. The choice of topic is timely given the experiences of emergency remote teaching (ERT) by teachers and academics over the last 18 months, and the prevailing view that online learning and teaching and ERT are equivalent. In addition to the invited article, this issue has four articles—a descriptive piece and three articles from presentations at the recent FLANZ 2021 Conference.
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    Raranga te Kete Aronui—Weaving the Basket: Continuing With Open, Flexible, and Distance Learning
    (Flexible Learning Association of New Zealand (FLANZ), 2020-12-15) Fields A; Hartnett M; Fields A; Hartnett M
    This issue of the Journal uses the metaphor of raranga te kete aronui (weaving the basket of the pursuit of knowledge) as it continues the conversation of developing areas of open, flexible, and distance learning (OFDL). It comes at a time when the COVID-19 pandemic has disrupted traditional face-to-face teaching in classrooms on a global scale, and the value of open, flexible, and distance learning has become starkly apparent. This issue has five articles which contribute to the ongoing knowledge presented in this issue. There are two articles based on educational theory: Higgins explores the theoretical history of OFDL, and the work of Nichols et al. is based on Mezirow’s 10 stages of transformative learning. Three research articles provide insight into a range of specific areas: Sime et al. use networked learning theory to investigate the design of a social exploration MOOC, Irons and Hartnett present exploratory research into the teaching of computational thinking in junior classrooms in New Zealand, and Nyugen describes the design and development of qualifications in early childhood education and care to meet a demand for New Zealand home-based early childhood educators to be qualified. These are all contributions to our weaving and filling of te kete aronui.
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    A Response to Covid-19: Recognizing Subcultures in the Unexpected Online Student Cohort
    (Frontiers Media, 12/04/2021) Condon S; Feekery A