Researchers describe with increasing confidence "what" they observe participants doing in massive open online courses (MOOCs). However, our understanding of learner activities in open courses is limited by researchers' extensive dependence on log file analyses and clickstream data to make inferences about learner behaviors. Further, the…

This paper discusses the rationale and structure of two Massive Open Online Courses (MOOCs) created as part of the EU-funded Move-Me project, which aims to develop two MOOCs and open educational resources for university learners participating in mobility programmes in Europe. The MOOCs are designed to help learners develop the skills necessary to…

Despite numerous supports for undergraduates, low success rate has been a growing concern in the South African university system. Guided by Moore's [1993. "Theory of Transactional Distance." In "Theoretical Principles of Distance Education," edited by Keegan, 22-38. London: Routledge.] transactional distance theory, this…

In order to design learning solutions that effectively embed face-to-face and online dimensions, it is crucial to identify the key components underpinning hybrid solutions. Furthermore, once these components have been identified, there is the need to clarify how to recombine them to meet a specific learning objective. This article aims to…

Technology offers new and innovative ways to deliver learning such as the Massive Open Online Courses (MOOCs). The MOOC offers institutes of higher education a potential delivery method for delivering online learning. This study utilized a qualitative method to gather and analyze an active observer's experience within a MOOC. The results aligned…

The proliferation of Internet-based networks linking small schools in rural communities in some countries challenges the appropriateness of teaching exclusively in the closed environments of traditional classrooms. The development of Internet-based school networks, facilitating the creation of virtual classes, has implications for the professional…

The author of this commentary states that, except for the scale, there is little novel about Massive Open Online Courses (MOOCs) because distance teaching courses have featured the same elements for many years. He notes the extreme view that MOOCs will destroy established universities, but asserts that this is a variation on doomsday predictions…

LCTL educators are beginning to participate in the Open Education movement by developing and sharing their own pedagogical materials referred to as open educational resources (OERs). This new generation of collaborative LCTL materials will invariably challenge longstanding hegemonies in the fields of foreign language education and educational…

The proliferation of Internet-based networks linking small schools in rural communities in some countries challenges the appropriateness of teaching exclusively in the closed environments of traditional classrooms. The development of Internet-based school networks, facilitating the creation of virtual classes, has implications for the professional…

This paper explores the idea of open education, focusing specifically on the concept of openness. Previous discussions of open education are reviewed, using Knox's discussion of "unfreedoms" as a critical lens. Contrasts are then drawn with the concept of "flexibility", to illustrate ways in which openness could be developed.…

Open Educational Resources (OER) and OpenCourseWare (OCW) target barriers of education and learning by sharing knowledge for free to benefit self-learners, educators, and students. This study aims to investigate the use of OER both as a supplementary resource for a traditional course and as a resource for self-learners. First, the attitudes and…

This short paper attempts to investigate how the FutureLearn Massive Open Online Course (MOOC) blend, integrated into the module Theories, Methods, and Approaches of Language Learning and Teaching on the Master of Arts (MA) in English Language Teaching and Applied Linguistics at Coventry University, affected Chinese MA students' perceptions of…

Much of the literature and the academic discussion about institutional strategic planning of Massive Open Online Courses (MOOC) has been centred on the U.S. context. Literature on MOOCs in Europe is still developing and just recently some empirical studies were conducted. However, these studies are not comparable, and it is hard to learn about…

Distributed learning is derived from the concept of distributed resources. Different institutions around the globe connected through network and the learners are diverse, located in the different cultures and communities. Distributed learning provides global standards of quality to all learners through synchronous and asynchronous communications…

The paper explores the role of Open Access (in licensing, publishing and sharing research data) and Open Educational Resources within Distance Education, with a focus on the context of the University of London International Programmes. We report on a case study where data were gathered from librarians and programme directors relating to existing…