Vol. 24 No. 2 (2023)

Editorial

Editorial - Volume 24, Issue 2

Rory McGreal

i-ii
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Research Articles

Exploring the Influence of Countries’ Economic Conditions on Massive Open Online Course (MOOC) Participation: A Study of 3.5 Million MITx Learners

Nergiz Ercil Cagiltay, Sacip Toker, Kursat Cagiltay

1-17
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Informal Practices of Localizing Open Educational Resources in Ghana

Emily Bradshaw, Dr. Jason K. McDonald

18-36
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Developing a Conceptual Model of Self-Directed Learning in Virtual Environments for Medical Sciences Students

Zohrehsadat Mirmoghtadaie, Mohsen Keshavarz, Noushin Kohan, Soleiman Ahmady

37-52
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Scrutinizing Learning Management Systems in Practice: An Applied Time Series Research in Higher Education

Esra Barut Tuğtekin

53-71
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Predicting Online Learning Success Based on Learners’ Perceptions: The Integration of the Information System Success Model and the Security Triangle Framework

Ahmed Al-Azawei, Alharith A. Abdullah, Mahmood K. Mohammed, Zaid A. Abod

72-95
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Stakeholder Perspectives on the Ethics of AI in Distance-Based Higher Education

Wayne Holmes, Francisco Iniesto, Stamatina Anastopoulou, Jesus G. Boticario

96-117
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Instructor Leadership and the Community of Inquiry Framework: Applying Leadership Theory to Higher Education Online Learning

Sally Meech, Adrie Koehler

118-137
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Is My MOOC Learner-Centric? A Framework for Formative Evaluation of MOOC Pedagogy

Veenita Shah, Sahana Murthy, Sridhar Iyer

138-161
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How Instructors’ TPACK Developed During Emergency Remote Teaching: Evidence From Instructors in Faculties of Education

Ünal Çakıroğlu, Merve Aydın, Yılmaz Bahadır Kurtoğlu, Ümit Cebeci

162-188
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Book Notes

Book Review: Metaphors of Ed Tech, authored by Martin Weller (AU Press, 2022)

Dominic Orr

189-191
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Book Review: Teaching in a Digital Age: Guidelines for Designing Teaching and Learning–Third Edition, authored by Anthony William (Tony) Bates (Tony Bates Associates Ltd., 2022)

Mohsen Keshavarz, Zohrehsadat Mirmoghtadaie

192-195
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Notes From the Field

Partnering Higher Education and K–12 Institutions in OER: Foundations in Supporting Teacher OER-Enabled Pedagogy

Kelly Arispe, Amber Hoye

196-212
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Critical Issues in Open and Distance Education Research

Junhong Xiao

213-228
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The UNESCO OER Recommendation: Some Observations From the ICDE OER Advocacy Committee

Ebba Ossiannilsson, Rosa Leonor Ulloa Cazarez, Cristine Martins Gomes de Gusmão, Xiangyang Zhang, Constance Blomgren, Trish Chaplin-Cheyne, Daniel Burgos

229-240
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Full Issue

Editorial

Editorial - Volume 24, Issue 2

Research Articles

Exploring the Influence of Countries’ Economic Conditions on Massive Open Online Course (MOOC) Participation: A Study of 3.5 Million MITx Learners

Informal Practices of Localizing Open Educational Resources in Ghana

Developing a Conceptual Model of Self-Directed Learning in Virtual Environments for Medical Sciences Students

Scrutinizing Learning Management Systems in Practice: An Applied Time Series Research in Higher Education

Predicting Online Learning Success Based on Learners’ Perceptions: The Integration of the Information System Success Model and the Security Triangle Framework

Stakeholder Perspectives on the Ethics of AI in Distance-Based Higher Education

Instructor Leadership and the Community of Inquiry Framework: Applying Leadership Theory to Higher Education Online Learning

Is My MOOC Learner-Centric? A Framework for Formative Evaluation of MOOC Pedagogy

How Instructors’ TPACK Developed During Emergency Remote Teaching: Evidence From Instructors in Faculties of Education

Book Notes

Book Review: Metaphors of Ed Tech, authored by Martin Weller (AU Press, 2022)

Book Review: Teaching in a Digital Age: Guidelines for Designing Teaching and Learning–Third Edition, authored by Anthony William (Tony) Bates (Tony Bates Associates Ltd., 2022)

Notes From the Field

Partnering Higher Education and K–12 Institutions in OER: Foundations in Supporting Teacher OER-Enabled Pedagogy

Critical Issues in Open and Distance Education Research

The UNESCO OER Recommendation: Some Observations From the ICDE OER Advocacy Committee

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