IRRODL Volume 13, Number 4

Various Authors
2012 International Review of Research in Open and Distance Learning  
Editorial -Volume 13, Issue Number 4 IRRODL continues to grow and succeed, and we wish to thank those whose time, energy, and expertise have contributed to this success through reviewing one or more articles in the past year. As usual, this issue of IRRODL features articles from around the world, bringing you current results of research in theory and practice related to a growing number of models, designs, and research methods that are evolving as formal education embraces openness. It is
more » ... ng times for educational researchers, but more importantly this issue contains ideas that can be used to enrich open learning and teaching everywhere. In the following section, I provide a very brief overview of the articles you will find in this issue. Online constructivist pedagogies are often focused on learning achieved through group projects done collaboratively. The results can be encouraging, but the challenges and levels of adoption and participation vary greatly. A Canadian study, "An Investigation of Collaboration Processes in an Online Course: How do Small Groups Develop over Time?," applies group development models to formal education groups online and suggests a theoretical model to help explain, understand, and guide teacher and student behavior when engaged in collaborative activities. We are all trying to figure out business models for open content development and delivery, especially given the recent flurry of interest in MOOC models of free programming. ii The Net has allowed us to develop hundreds of different ways to communicate, share, and learn. Currently the institutional LMS remains the "workhorse" of formal education delivery and support, but increasingly teachers and students are exploring public networks like Facebook and LinkedIn and private network systems such as Elgg. However all these systems feature redundant affordances and powerful lock-in motivations that propel educators to use tools that they and their students are familiar with. In "Facebook Groups as LMS: A Case Study," Israeli authors look at the advantages and challenges of using the world's most popular social networking system for formal education. In "Footprints of Emergence" a team of UK authors tackles the thorny issue of emergence when interaction, content, and even learning outcomes may emerge within (or outside) a formal learning program. The authors comment that "It is ironic that the management of education has become more closed while learning has become more open" and then demonstrate ways to visualize, understand, and embrace various types of emergent learning. We all know that the 'build it and they shall come' model of online learning has severe limitations. In the study "Understanding E-Learning Adoption in Brazil: Major Determinants and Gender Effects," the authors examine the adoption of e-learning programming using the popular technology acceptance model (TAM).
doi:10.19173/irrodl.v13i4.1392 fatcat:xochcjv4jrdmfoijbpigbm5kca