Editorial: Crossing boundaries: Learning and teaching in virtual worlds

The January 2010 special issue of the British Journal of Educational Technology presents papers on virtual-world environments into teaching and learning practices. A theme that is present in all papers in this special issue is that of sociability and the capabilities of VirtualWorlds to support groups or communities of learners. Dalgarno and Lee review the unique characteristics of virtual worlds, identifying opportunities for researchers and practitioners to use virtual worlds in education in relation to the potential learning benefits they provide. Bellotti and colleagues in this issue focus on describing the development of tools and processes that allow for the development of re-usable learning tasks that can be embedded across virtual worlds. Veletsianos and colleagues focus on intelligent and conversational pedagogical agents/avatars. The issue ranges from the directions of research and practice in the use and application of virtual worlds for learning and training

Inoculating an Infodemic: An Ecological Approach to Understanding Engagement With COVID-19 Online Information

As the global COVID-19 pandemic has been concurrently labelled an “infodemic,” researchers have sought to improve how the general public engages with information that is relevant, timely, and accurate. In this study, we provide an overview of the reasons why people engage and disengage with COVID-19 information. We use context-rich semi-structured interviews which invited participants to discuss online COVID-19-related content they encountered. This qualitative approach allows us to uncover subtle but important details of influences that drive online engagement. Participants both engaged and disengaged with content for individual and social reasons, with seven themes emerging connected to their engagement including actions in response to information, reasoning for engagement, content, motivating concerns, frequency of engagement with information, site of exposure, and given reason for not engaging. Many of these themes intersected and informed each other. Our findings suggest that researchers and public health communicators should approach engagement as an ecology of intersecting influences, both human and algorithmic, which change over time. This information could be potentially helpful to public health communicators who are trying to engage the public with the best information to keep them safe during the pandemic

The health belief model: How public health can address the misinformation crisis beyond COVID-19

Objectives: This paper proposes an intervention into health misinformation that relies upon the health belief model as a means to bridge the risks associated with health misinformation and the impact on individual health, beyond the current recommendations for fact checking and information literacy. Study design: This is a short theoretical paper. Methods: N/A. Results: N/A. Conclusions: Misinformation researchers and public health practitioners and communicators can benefit using the infrastructures afforded by public health offices to mobilize the health belief model as a site for misinformation education

The Quality Reference Framework for MOOC Design

This paper introduces "The Quality Reference Framework (QRF) for the Quality of MOOCs". It was developed by the European Alliance for the Quality of Massive Open Online Courses (MOOCs), called MOOQ that could involve in the QRF finalization more than 10,000 MOOC learners, designers, facilitators and providers. The QRF consists of three dimensions: Phases, Perspectives and Roles. It includes two quality instruments: the QRF Key Quality Criteria for MOOC experts and QRF Quality Checklist for MOOC beginners

Learners Self-directing Learning in FutureLearn MOOCs: A Learner-Centered Study

This qualitative research study focuses on how experienced online learners self-direct their learning while engaging in a MOOC delivered on the FutureLearn platform. Self-directed learning is an important concept within informal learning and online learning. This study distinguishes itself from previous MOOC learner studies, by reporting the self-directed learning using a bottom-up approach. By looking at self-reported learning logs and interview transcripts an in-depth analysis of the self-directed learning is achieved. The data analysis used constructed grounded theory, which aligns with the bottom-up approach where the learner data is coded and investigated in an open, yet evidence-based way, leaving room for insights to emerge from the learner data. The data corpus is based on 56 participants following three FutureLearn MOOCs, providing 147 learning logs and 19 semi-structured one-on-one interviews with a selection of participants. The results show five specific areas in which learners react with either the material or other learners to self-direct their learning: context, individual or social learning, technology and media provided in the MOOCs, learner characteristics and organising learning. This study also indicates how intrinsic motivation and personal learning goals are the main inhibitors or enablers of self-directed learning

Social technologies for online learning: theoretical and contextual issues

Three exemplars are presented of social technologies deployed in educational contexts: wikis; a photo-sharing environment; and a social bookmarking tool. Students were found to engage with the technologies selectively, sometimes rejecting them, in the light of their prior conceptions of education. Some students (a minority in all the studies) were unsympathetic to the educational philosophy underpinning the technology’s adoption. The paper demonstrates, through an examination of in-context use, the importance of socio-cultural factors in relation to education, and the non-deterministic nature of educational technology. The academic study of technology has increasingly called into question the deterministic views which are so pervasive in popular discourse and among policy makers. Instead, socio-cultural factors play a crucial role in shaping and defining technology and educational technology is no exception, as the examples in the paper show. The paper concludes by drawing out some implications of the examples for the use of social technologies in education

Different views on Digital Scholarship: separate worlds or cohesive research field?

This article presents a systematic review of the literature on Digital Scholarship, aimed at better understanding the collocation of this research area at the crossroad of several disciplines and strands of research. The authors analysed 45 articlesin order to draw a picture of research in this area. In the first phase, the articles were classified, and relevant quantitative and qualitative data were analysed. Results showed that three clear strands of research do exist: Digital Libraries, Networked Scholarship and Digital Humanities. Moreover, researchers involved in this research area tackle the problems related to technological uptake in the scholar's profession from different points of view, and define the field in different – often complementary – ways, thus generating the perception of a research area still in need of a unifying vision. In the second phase, authors searched for evidence of the disciplinary contributions and interdisciplinary cohesion of research carried out in this area through the use of bibliometric maps. Results suggest that the area of Digital Scholarship, still in its infancy, is advancing in a rather fragmented way, shaping itself around the above-mentioned strands, each with its own research agenda. However, results from the cross-citation analysis suggest that the Networked Scholarship strand is more cohesive than the others in terms of cross-citations

Institutional Measures for Supporting OER in Higher Education: An International Case-Based Study

Open Educational Resources (OER) in higher education cannot be put into practice without considering institutional contexts, which differ not only globally but also within the same country. Each institutional context provides educators with opportunities or limitations where Open Educational Practices (OEP) and OER for teaching and learning are involved. As part of a broader research project, and as a follow-up to national perspectives, an international comparison was conducted, based on institutional cases of nine different higher education systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey). Aspects regarding the availability of infrastructure and institutional policies for OER, as well as the existence of measures directed at OER quality assurance and at the promotion of the development and use of OER were covered. The resulting theoretical contribution sheds light on an international comparative view of OER and points towards country-specific trends, as well as differences among institutions. These aspects could provide an impetus for the development of institutional guidelines and measures. In line with international literature on the topic, recommendations are derived to promote/ enhance the use of OER in teaching and learning in higher education at the institutional level.This article is part of the meso level report of work package 11 of the project “Digital educational architectures: Open learning resources in distributed learning infrastructures – EduArc” funded by the German Federal Ministry of Education and Research (grant #16DHB2129)

A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education

This paper reports on the first stage of an international comparative study for the project “Digital educational architectures: Open learning resources in distributed learning infrastructures–EduArc”, funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries’ political structure organisation. The discussion and conclusion point at the importance of understanding each country’s context and culture, in order to understand the differences between them, as well as the challenges they face