D8.6 Dissemination, training and exploitation results

Mauerhofer, C., Rajagopal, K., & Greller, W. (2011). D8.6 Dissemination, training and exploitation results. LTfLL-project.Report on sustainability, dissemination and exploitation of the LtfLL projectThe work on this publication has been sponsored by the LTfLL STREP that is funded by the European Commission's 7th Framework Programme. Contract 212578 [http://www.ltfll-project.org

An exploratory factor analysis and reliability analysis of the student online learning readiness (SOLR) instrument

The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using Exploratory Factor Analysis (EFA) and reliability analysis. Twenty items from three competencies, i.e. social competencies, communication competencies, and technical competencies, were designated for the initial instrument based on the Student Online Learning Readiness (SOLR) Model as a new conceptual model. An exploratory factor analysis (EFA) revealed that four factor-structures of the instrument of student readiness in online learning explained 66.69% of the variance in the pattern of relationships among the items. All four factors had high reliabilities (all at or above Cronbach\u27s alpha\u3e .823). Twenty items remained in the final questionnaire after deleting one item which cross-loaded on multiple factors (social competencies with classmates: five items, social competencies with instructor: five items, communication competencies: four items, and technical competencies: six items). The four-factor structure of the Student Online Learning Readiness (SOLR) has been confirmed through this study. Educators can use the Student Online Learning Readiness (SOLR) instrument in order to discover a better understanding of the level of freshmen college students\u27 online learning readiness by measuring their social, communication, and technical competencies. In addition, this study was looking at two factors of social integration in Tinto\u27s SIM and has introduced the Student Online Learning Readiness (SOLR) conceptual model with the purpose to extend Tinto\u27s social integration to online learning environmen

The student experience of a blended learning accounting course: a case study in Hong Kong

The research is an inquiry into students’ learning experiences within a blended learning Accounting course in a sub-degree programme at a university in Hong Kong. In this course, the students were required to attend face-to-face classes and to participate in learning activities in the online platform. A case study research approach was adopted that involved 2 classes of 2 teachers and 80 students. Qualitative data were generated through classroom observations, online participation observations, student learning logs and reflections, student focus group interviews, student individual interviews, individual teacher interviews and an individual interview with the course leader. Thematic data analysis was used and a Community of Inquiry (CoI) model was used as a theoretical framework. The analysis showed that the students engaged in learning by integrating traditional and online learning activities and many of these were located within the social, cognitive and teaching presences within the CoI model. However, the students were found to be involved actively in non-prescribed activities that included the use of social network applications. The active learning exploration driven by students’ intrinsic motivation and the consequent collaborative learning among students using social media tools were not reflected in the CoI model. Hence, a new element of autonomy is proposed as an addition to the framework, to reveal the link of autonomous learning to the learning community. By extending the CoI framework, the contribution of this research is to provide a holistic model for the successful design and implementation of blended learning in higher education institutions

User interaction in Iraqi blended massive open online course model

Despite the evidence of Massive Open Online Course (MOOC) didactic values, most scholars do not emphasize user interaction (UI), user experience (UX), and MOOC design technique that accommodate the interrelated key components and design methods of MOOC based on different learners’ cultures and languages. As a result, there is a tendency to present MOOC as a challenging and impractical approach. Essentially, there is a lack of conceptual models and methods that comprehensively structure the crucial theories, components, techniques, technologies, and systematic processes of MOOC design. Within this context, this study proposes a blended MOOC (bMOOC) model in order to design, implement, and evaluate the Iraqi-bMOOC platform. To accomplish this, a number of sub-objectives are formed: (1) to determine the current limitations and challenges of MOOC in the higher education context from the perspective of Iraqi students, (2) to identify the design dimensions and components of a bMOOC model, (3) to construct and develop bMOOC model based on objective 2, and (4) to evaluate the user interaction of a bMOOC prototype based on the user experience. This study adopts the Design Science Research methodology as the framework of the research process. Activities of Iraqi-bMOOC model construction include a literature review, a comparative study and content analysis of the existing models, and an expert’s consultation. The proposed model is evaluated through an expert’s review, an experimental test, and user interaction. The results reveal that the majority of users are satisfied with the learning activities in the Iraqi-bMOOC platform. The results from the user interaction testing conclude that the proposed Iraqi-bMOOC model is perceived as significantly providing quality interactive learning as a blended learning resource for university students. This study also finds that the proposed model is well-accepted by the experts. Four major theoretical, practical, empirical, and educational contributions are obtained from this study: (i) collecting and analyzing the literature that has been conducted on MOOCs between 2008 and 2016 to get a deep and better understanding of the MOOC stakeholders and their behaviors, (ii) analytically providing a new understanding of the main components and criteria (Design Dimensions) of effective bMOOC environments that would be of value for developers to construct blended MOOC in the higher education context, (iii) increasing the interaction of Iraqi learners with the learning materials in a higher education environment via the Iraqi-bMOOC, and (iv) breaking down obstacles of traditional education and MOOC for anyone, anywhere, and anytime. In conclusion, it is hoped that this study does not only demonstrate the potential and impact of blended MOOC in technology-enhanced and student-centred learning, but it also provides a capstone for bMOOC research in the higher education context

The student experience of a blended learning accounting course: a case study in Hong Kong

The research is an inquiry into students’ learning experiences within a blended learning Accounting course in a sub-degree programme at a university in Hong Kong. In this course, the students were required to attend face-to-face classes and to participate in learning activities in the online platform. A case study research approach was adopted that involved 2 classes of 2 teachers and 80 students. Qualitative data were generated through classroom observations, online participation observations, student learning logs and reflections, student focus group interviews, student individual interviews, individual teacher interviews and an individual interview with the course leader. Thematic data analysis was used and a Community of Inquiry (CoI) model was used as a theoretical framework. The analysis showed that the students engaged in learning by integrating traditional and online learning activities and many of these were located within the social, cognitive and teaching presences within the CoI model. However, the students were found to be involved actively in non-prescribed activities that included the use of social network applications. The active learning exploration driven by students’ intrinsic motivation and the consequent collaborative learning among students using social media tools were not reflected in the CoI model. Hence, a new element of autonomy is proposed as an addition to the framework, to reveal the link of autonomous learning to the learning community. By extending the CoI framework, the contribution of this research is to provide a holistic model for the successful design and implementation of blended learning in higher education institutions

Quality Control in Criminal Investigation

Edited by Xabier Agirre Aranburu, Morten Bergsmo, Simon De Smet and Carsten Stahn, this 1,108-page book offers detailed analyses on how the investigation and preparation of fact-rich cases can be improved, both in national and international jurisdictions. Twenty-four chapters organized in five parts address, inter alia, evidence and analysis, systemic challenges in case-preparation, investigation plans as instruments of quality control, and judicial and prosecutorial participation in investigation and case-preparation. The authors include Antonio Angotti, Devasheesh Bais, Olympia Bekou, Gilbert Bitti, Leïla Bourguiba, Thijs B. Bouwknegt, Ewan Brown, Eleni Chaitidou, Cale Davis, Markus Eikel, Shreeyash Uday Lalit, Moa Lidén, Tor-Geir Myhrer, Trond Myklebust, Matthias Neuner, Christian Axboe Nielsen, Gilad Noam, Gavin Oxburgh, David Re, Alf Butenschøn Skre, Usha Tandon, William Webster and William H. Wiley, in addition to the four co-editors. There are also forewords by Fatou Bensouda and Manoj Kumar Sinha, and a prologue by Gregory S. Gordon.The book follows from a conference at the Indian Law Institute in New Delhi, and is the main outcome of the third leg of a research project of the Centre for International Law Research and Policy (CILRAP) known as the 'Quality Control Project'. Other books produced by the project are Quality Control in Fact-Finding (Second Edition, 2020) and Quality Control in Preliminary Examination: Volumes 1 and 2 (2018). Covering three distinct phases - documentation, preliminary examination and investigation - the volumes consider how the quality of each phase can be improved. Emphasis is placed on the nourishment of an individual mindset and institutional culture of quality control.bookExploring the Frontiers of International La

Socialization and the Construction of a Professional Identity among Public Relations Students in the United Arab Emirates

In the United Arab Emirates, economic and cultural forces are affecting the development of public relations. A high imbalance of expatriates to locals (Emiratis) in the population has left the field of public relations lacking in local representation. Without adequate representation across the major sectors of the society, Emirati can lose influence and control over their own homeland where they are a significant minority. A contributing factor to success in any field is the development of professional socialization and construction of a professional identity in the post-secondary environment. This is an exploratory study examining Emirati public relations students and their professional development. It is a qualitative study of semi-structured interviews of 10 Emirati public relations students, utilizing a grounded theory approach. Findings reveal that Emirati public relations students are developing in their professional identities at institutional and relational levels, but there is more that can be done by the students, themselves, to support the construction of their professional identities in their post-secondary environment. This would likely increase their chances for career placement and success in the area of public relations, and further greater representation of locals in the society.Library OA Fun

Rethinking e-learning strategy 2.0 in the digital age: case study of the future school project in the Kingdom of Bahrain

PhD ThesisThis research aims to rethink e-learning strategy in the digital age by taking The Future School Project in The Kingdom of Bahrain as a case study and by investigating and evaluating e-learning strategies. In the Digital Age, the new technologies of web 2.0 (such as Facebook, blog, YouTube, etc.) have changed the learning landscape, where learners are becoming active participants and creators of knowledge. Many claims and suggestion have made about learning potential of Web 2.0 tools and technologies, however, these claims and suggestions have not been based on research evidence. New research is critical because many learning institutions and schools are making significant investments in e-learning; however, changes in the learning process have been incremental rather than transformational, mainly due to the lack of strategic direction. The research approach adopted in this dissertation includes (1) Observations and Document Analysis, (2) Interviews Stakeholders and (3) Questionnaires (Staffs, Teachers and Students). The findings show how teachers and students are using ICTs in learning. Moreover, they explain another factor which has an impact on the successful integration of technology in e-learning: this factor is the gaps between e-learning policy, the actual practice of teachers, and students’ practice; these three worlds are very far apart. Also the findings show that Web 2.0 could bridge the gap between digital natives and the educational system leading to successful integration of technology in learning. Furthermore, it explains the role of Web 2.0 in learning and provides an e-learning strategic framework for evaluating e-learning. The research recommends (1) Using social network sites Facebook and video sharing site YouTube in learning, (2) Triangulation of e-learning policy, teacher practice and students practice, (4) Rethinking using current ICTs, and (5) Encouraging and monitoring teachers using ICTs.Ministry of Education in the Kingdom of Bahrai

An investigation of teacher and administrator perceptions of blended learning in two selected unity schools in Kogi State, Nigeria

Background Unity Secondary Schools in Nigeria are taking significant steps to provide effective learning experiences for their students and one approach that they have adopted is blended learning. Motivation behind the research Despite this move, there appears to be no clear understanding of what blended learning is and what this approach to learning really entails. This qualitative study, therefore, seeks to investigate the perception of teachers and administrators on what they consider to be the definition and practice of blended learning, its implementation, and challenges as well as the implication of blended learning for teachers’ professional development in two selected Unity Secondary Schools in Nigeria. Theoretical Framework The researcher used the theoretical framework of Davis (1986) Technology Acceptance Model (TAM) as a theoretical lens to penetrate issues, challenges and current concerns posed in blended learning implementation in selected Unity Secondary Schools in Nigeria. The researcher proposes that applying Davis (1986) Technology Acceptance Model (TAM) will facilitate an understanding of issues relating to the implementation of blended learning in Unity Secondary Schools and provide useful insights for educational institutions who have adopted or wish to adopt and combine various information, communication, and related technologies with traditional classroom instruction. Methodology This research is framed in an interpretivist perspective in the context of a qualitative research to examine the perceptions of teachers and administrators with a view to ascertaining how the concept of blended learning is defined, how it is implemented, its challenges as well as its implications for teachers’ professional development. The qualitative research approach is considered a valuable method for educational research to develop theory, evaluate programs, and develop interventions. To achieve the aim and objectives of this research work, extensive fieldwork research was conducted using multiple sources of data collection to ensure triangulation of data. The triangulation design used data collected from three different qualitative research methods (semi-structured interviews with teachers and administrators, focus group discussion with teachers, and documentary evidences such as the National Policy on Education (NPE), National Teacher Education Policy (NTEP) and the National Information and Communication and Technology (ICT) Policy. The qualitative evidence was analysed using thematic analysis and content analysis of policy documents. The content analysis of policy documents responded to the need to systematically examine the implementation of the provisions of the National Policy on Education, National Information and Communication Technology (ICT) Policy as well as the Nigerian National Policy for Information and Communication Technology (NPICT) in Education regarding the provision of ICT infrastructure and capacity development and how it affects the use of the blended learning approach to teaching and learning in Unity Secondary Schools in Nigeria. Results Although the research findings identified various perceptions of the definition of blended learning as well as perceived benefits of blended learning intervention. Practical challenges of the effective implementation of blended learning were also identified as follows: lack of clearly defined and streamlined strategies for teachers’ professional development supportive of blended learning implementation, poor ICT skills of teachers, lack of ICT infrastructure, under-funding, inadequate electricity, lack of access to software that will facilitate teaching and learning, lack of internet access, absence of a well-articulated strategy to guide ICT implementation, lack of political will to implement blended learning in Unity Secondary Schools, all of which account for blended learning implementation challenges. Recommendations While highlighting these perceived challenges of the effective implementation of blended learning, the study recommends that the Federal Government of Nigeria through the Federal Ministry of Education and the Federal Ministry of Communication and Digital Economy strengthens the administrative capacity of Unity Secondary Schools to drive and implement blended learning interventions, while also putting into place strategies that favour the professional development-oriented growth for teachers in Unity Secondary Schools. Furthermore, the research suggests that an ICT Policy Implementation Commission be established that will address the challenges highlighted in the literature and in this study, and help sustain the shift from traditional pedagogy to the pedagogy of technology integration where teaching can incorporate technology to make learning active and teaching student centred Contribution to Knowledge The contributions of this research work on academic and practical levels are apparent with the research demonstrating a significant effort at carrying out an in-depth study that seeks to examine the issues, challenges, and dilemmas in the implementation of the blended learning instructional approach in the context of a developing-country, and more specifically in Unity Secondary Schools. This is due to previous studies focusing on blended learning in Higher Education Institutions and were generally undertaken in different cultural contexts from Nigeria. The study therefore, seeks to bridge this gap in knowledge. Practically, the study has significant implications for both educators, and decision makers, such as: the need to be more committed to the effective implementation of blended learning interventions. Similarly, the study underscores the need for the development of a strategic framework for teachers’ professional development. Fundamentally, the study emphasises the need to develop a carefully outlined action plan that will guide educators as well as other stakeholders in Nigeria’s secondary education sub-sector on ways to address the challenges that have inhibited the effective implementation of blended learning. These plans, the study noted, must be such that will address the issues of teachers’ professional development, underfunding and lack of ICT infrastructure in Unity Secondary Schools. Finally, several directions for further research have been recommended for study