ORCID Profile
0000-0002-3608-1266
Current Organisations
University College London
,
University of Birmingham
,
Art of E-learning
,
Lancaster University
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Publisher: Ubiquity Press, Ltd.
Date: 2020
DOI: 10.5334/JIME.563
Publisher: Informa UK Limited
Date: 13-10-2011
Publisher: Wiley
Date: 12-10-2009
Publisher: Routledge
Date: 26-11-2020
Publisher: BRILL
Date: 07-01-2020
Publisher: Elsevier BV
Date: 11-2019
Publisher: IATED
Date: 11-2016
Publisher: The Online Learning Consortium
Date: 06-2023
Abstract: There are almost 90 million forced migrants around the world, many of whom could benefit from online higher education, and yet there is evidence that displaced people face challenges in online learning environments. This paper reports on a study in the context of a UK university’s master’s-level distance learning program that offers Sanctuary Scholarships to forced migrants. The study’s aims were: (1) to identify practical ways in which higher education institutions can support displaced learners to engage in online learning, and (2) to add to our theoretical understanding of refugees’ and asylum seekers’ engagement in online degree programs. The methodology included a theoretical and an empirical component. In the theoretical analysis, the indicators from Redmond et al.’s (2018) Online Engagement Framework were mapped onto capability lists drawn from the literature on the Capability Approach, generating a set of proposed underpinning capabilities for online engagement. The empirical analysis, which was carried out in parallel, was based on semi-structured interviews with ten online Sanctuary Scholars. Thematic analysis of the empirical data showed how the research participants had enacted behavioral, emotional, cognitive, social, and collaborative engagement and revealed some of the ways in which engagement fueled further engagement, alongside the mediating role of personal agency. When combined with the theoretical analysis, the findings enabled the creation of a capabilitarian online engagement model. The paper concludes with a discussion of the implications for institutional policies and practices around learning design and delivery to support online engagement among displaced learners, and potentially also among other underrepresented students.
Publisher: Informa UK Limited
Date: 03-04-2021
Publisher: International Council for Open and Distance Education
Date: 04-2014
Publisher: No publisher found
Date: 31-12-2018
Publisher: Athabasca University Press
Date: 15-08-2014
DOI: 10.19173/IRRODL.V15I4.1905
Abstract: By investigating how educational practitioners participate in activities around open educational practices (OEP), this paper aims at contributing to an understanding of open practices and how these practitioners learn to use OEP. Our research is guided by the following hypothesis: Different social configurations support a variety of social learning activities. The social configuration of OEPs is investigated by an operationalization into the dimensions (1) practice, (2) domain, (3) collective identity, and (4) organization. The results show how practitioners of six different OEPs learn, while acting and collaborating through a combination of offline and online networks. The findings of our study lead to practical implications on how to support participation in OEP, and thereby stimulate learning in (online) networks of OEP.
Publisher: Springer Science and Business Media LLC
Date: 03-11-2010
Publisher: IGI Global
Date: 2012
DOI: 10.4018/978-1-4666-0137-6.CH025
Abstract: The authors recommend, based on their research and experience, further use of ADA with podcasts and voice boards for interactive learning. They discuss future research, such as: Can ADA’s impact on students’ performance be measured? How much extra time do students commit to using ADA? What does ADA cost? How does audio feedback spark student-tutor dialogues and what effects do these dialogues have? Can other disciplines benefit from using ADA and if so how? Are there advantages in using other voice tools such as voice e-mail and audio blogs to promote interactive learning? Further research is needed, although ADA interactive learning already offers much to learners at a distance and on-c us.
Publisher: Association for Learning Technology
Date: 03-2011
Publisher: Routledge
Date: 26-11-2020
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Gabi Witthaus.