This study aims to address the issue of low completion and high dropout rates in online and distance learning through play and gamification. The general aim of this study is to provide a set of ...gamification design principles for researchers and practitioners on how gamification can be used in online and distance learning programs in higher education. More specifically, the study intended to seek the answers whether student participation in the online and distance learning programs can be increased by the use of gamification, how the gamification influences the students’ academic performances in the online and distance learning programs and what learners think about integrating gamification into the open and distance learning programs in higher education. The study was designed as a sequential exploratory research, which is one of the mixed research methods. Findings indicate that integrating gamification into the online and distance learning programs has a significant impact on increasing students' visits to the learning environment. In addition, when the pre-gamification and post-gamification scenarios were compared in terms of students accessing to the content in the online and distance learning environment, it was discovered that there was a statistically significant increase. It can be also said that there is significant difference regarding to academic performances for gamified situations. Lastly, gamification is said to be fun by students and to contribute positively to their motivation. According to this, gamification has a positive effect on learners' e-learning behaviors and should be used more in online and distance learning programs.
This manuscript intends to elaborate the current status of MOOC movement in the world and to reveal the results of a survey study in which the Turkish higher education institutions’ reactions to this ...movement was investigated. The survey was actually a part of a larger survey study that, as a deliverable of the EU funded HOME project, was conducted to contribute to the literature by providing an insight about European perspectives on MOOCs, to gain a better understanding of the strategic reasons why a higher education institution is or isn’t involved in MOOCs, and to compare these reasons with the results of similar studies in U.S. After a brief background and history of MOOC movement, following sections of the manuscript present the details (methodology and results) of the survey study on the Turkish HE institutions’ strategies regarding adaptation of MOOCs. The final part of the manuscript consists of discussions and conclusions drawn in the light of the results of the study.
In order to benefit from e-learning, companies should conduct considerable up-front analysis to assess their readiness. There are a number of instruments in the market that can be used for assessing ...readiness for e-learning. However, almost all of these instruments are developed to be used in countries that have a mature field of human resources development. So, these instruments consist of terms, phrases, and applications that are meaningless for many companies in especially emerging countries where human resources development field has just shown an improvement. This article includes the description of a survey instrument that has been developed to assess e-learning readiness of companies in these kinds of countries and the results of a study that examines organizational readiness of companies for e-learning in Turkey. The study reveals that companies surveyed are overall ready for e-learning but they need to improve need to improve themselves, particularly in the area of human resources, in order to be able to successfully implement e-learning. Although this instrument has been developed according to the cultural characteristics of Turkish companies it can easily be adapted to be used by companies of other emerging countries.
Open Education Practices for Learners with Disabilities Zehra Altinay; Fahriye Altinay; Ebba Ossianilsson ...
Brain. Broad research in artificial intelligence and neuroscience,
12/2018, Letnik:
9, Številka:
4
Journal Article
Recenzirano
Odprti dostop
Transition from traditional learning to open up education, the equality, openness and access has been reached for all learners without any time and distance limitations. Although this transition ...happens all around to world to underline equality in learning, the principles of online pedagogy and restructure on pedagogical and organizational levels come into the consideration. Access, openness and the equality for learning confirm the essence of active dialogue and engagement of learners to enrich transferable skills within the life. Higher education institutions turn attention on massive open online courses (MOOCs) as part of the transformation in education by focusing on innovation and strategic opportunity in education. The literature has pointed out that MOOCs are providing educational opportunities for lifelong learners and become solution for inclusion in learning. While engaging online learning process, student support is the crucial element to provide active participation and match learners’ needs and expectations during the process. Within a framework of online pedagogy, learner development is challenging pattern and heart of the online practices which mainly three components have been underlined: (1) student support, (2) institutional support, and (3) teaching learning process including assessment as learning procedure in higher education. This study aims to provide an example of open resources education course for orthopedically disabled learners which online training course supports learners and their families for their professional development within a frame of counseling and guidance. The study is significant to underline the principles of online pedagogy within the process and enrich abilities of learners including family members in particular contents. Furthermore, the study shows how open education resources could be motivation for social learning within the life as part of the life-long learning philosophy. In addition to that, it contributes to underline the success of effective pedagogy in online context for learners with disabilities.
Technological advances allow open and distance learning (ODL) providers to offer all kinds of interaction opportunities for their students. In Turkey, different institutions adopt different ...interaction types in ODL services mostly because of legal procedures and a shortage of experience in ODL. Learning more about students' preferences and needs might be helpful for achieving better satisfaction and deeper learning. The scarcity of research on distance learners' preferences of interaction type was the main motive for this study. Thus, this study aims to investigate the interaction preferences of ODL learners and explore the interactions between these preferences and their demographic characteristics. An online questionnaire based on the Interaction Equivalency Theorem was implemented to the 696 ODL learners in one of the major ODL providers in Turkey. The results revealed that learners mostly preferred to interact more with the content in their distance courses while they asked for more interaction with the instructors in the face-to-face courses. Analyses showed no statistically significant relationship between interaction type preferences, and gender, number of children, and marital status. However, a statistically significant relationship was observed between the interaction type preferences of the learners and their age, occupation, admission type, and place of residence.
Exposure to exogenous zinc results in increased apoptosis, growth inhibition, and altered oxidative stress in cancer cells. Previous studies also suggested that zinc sensitizes some cancer cells to ...cytotoxic agents depending on the p53 status. Therefore, zinc supplementation may show anticancer efficacy solely and may increase docetaxel-induced cytotoxicity in non-small-cell lung cancer cells.
Here, we report the effects of several concentrations of zinc combined with docetaxel on p53-wild-type (A549) and p53-null (H1299) cells. We evaluated cellular viability, apoptosis, and cell cycle progression as well as oxidative stress parameters, including superoxide dismutase, glutathione peroxidase, and malondialdehyde levels.
Zinc reduced the viability of A549 cells and increased the apoptotic response in both cell lines in a dose-dependent manner. Zinc also amplified the docetaxel effects and reduced its inhibitory concentration 50 (IC50) values. The superoxide dismutase levels increased in all treatment groups; however, glutathione peroxidase was slightly increased in the combination treatments. Zinc also caused malondialdehyde elevations at 50 μM and 100 μM.
Zinc has anticancer efficacy against non-small-cell lung cancer cells in the presence of functionally active p53 and enhances docetaxel efficacy in both p53-wild-type and p53-deficient cancer cells.
During the past twenty years Open Educational Resources (OER) and Open Educational Practices (OEP) have increased educational access and affordability worldwide. The OER-OEP synergy reflects one of ...the most promising strategies for increasing access to education globally. Despite significant progress, emerging research suggests the need for a more concerted focus on moving from awareness raising to implementation. This article analyses the current status of OER and OEP in concert with the recent educational response to COVID-19 by educational providers with complimentary mini-case studies from Africa, Brazil, Canada, China, Sweden, and Turkey. The ICDE Ambassadors for the global advocacy of OER, and members of ICDE OER Advocacy Committee (authors) argue that in the six countries studied, there is a greater need and greater receptivity to expand access to education through OER and OEP. To better address the immediate needs of the COVID-19 educational crisis, and to make longer term educational improvements, countries should harness the policy supports and actionable steps offered by the UNESCO OER Recommendation. Currently, we see an opportunity to move OER-OEP to resilient sustainable education and the international policy framework to support such work. The article concludes with some general observations for the way forward.
Interaction is often heard in the design of online learning environments as well as centuries of educational environments. Online tools have different types of interaction. It is one of the aims of ...this article to summarize the theoretical framework for interaction, which online tools should be used for which type of interaction while designing learning environments. In addition, the study focuses on the relationship between interaction and learning outcomes, interaction and learning motivation, satisfaction and perception. The practical dimension of the well-known interaction in the theoretical sense is discussed in the context of distance education.
This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and ...distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the framework of macro, meso, and micro levels of research in open and distance learning. Implications for future research at the macro, meso, and micro levels are then provided.
This study explains the importance of shifting to digital. It is essential to understand the nature of online learning and its reflection to the practices. In this study, international perspective is ...examined by underlying the merits of online learning community. In this respect, adding value of online learning, research outcomes and applications and constraints are discussed in relation to the international perspective within the shifting to digital. It is revealed that shift to digital in education practices require international and effective perspective to propose continuous development on learning and skills. In this study, critical thinking skills and critical friendship of learners can be aimed to be developed for personal and professional development in networking. Team work spirit of heuristic evaluation models can be collaborated with other institutions. Heuristic framework is a base for learners and educators that gives insights on social interaction and communication in online learning. Further to this, it is seen that iRemix is used for online learning support as student driven spaces for exploratory media work in media production skills. In this respect, brainstorming, interactive stories, sharing ideas foster the learning development of youth. Different evaluation tools such as diaries, portfolio, reflective tasks and self-evaluation can be used to put emphasis on shifting to digital in education based on international standards.
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