Call for Papers for NJDL Special Issue "Online learning in the Nordic countries"
Publisert: 29. mars 2017
Sist oppdatert: 29. mars 2017
We welcome papers that address various topics related to online learning in K-12 education and in higher education in the format of conventional online learning or various types of MOOCs.
A special issue Nordic Journal of Digital Literacy (NJDL) is planned for Spring 2018, that will address the research base regarding online learning in the Nordic countries.
Submission Deadline: 15. June 2017
Guest Editor: Cathrine Tømte, NIFU
Papers reporting on empirical studies/evaluations (research papers, case studies) as well as conceptual papers will be considered for publication in the special issue (see https://www.idunn.no/dk for descriptions of the types of papers NJDL accepts).
For years, online learning has attracted the attention of educational institutions, policymakers, technological providers and researchers. Various stakeholders hold diverse motives for this attention, ranging from institutional innovation in educational contexts; economic issues; and recruitment of larger groups of students; to such democratic arguments as being able to include students unable to attend campus-based lectures, and so forth. Not surprisingly online learning is consequently one of the fastest growing paths within the education system. However, whereas the spread and uptake of online learning around the world is considerable, the Nordic countries have moved into this direction in a slower pace. Moreover, while higher education institutions (HEIs) have a longer tradition of online distance learning, K-12 online education is less widespread in the Nordic countries as in other part of the world.
A major distinction between the various categories of online and blended learning may be to distinguish between the ‘where’ and ‘when’ of learning. Online learning is then contexts of learning where teachers and students are physically separated, whereas various blended learning solutions may include conventional classroom practices combined with physically separated online activities. This special issue highlights online learning in its’ various forms. For example, even if researchers have highlighted difficulties in defining a Massive Online Open Course/MOOC compared with conventional online courses, there seem to be a mutual understanding that MOOCs include aspect of scaling, technology, target groups and motivations for developing a new MOOC.
Topics of interest for the special issue of NJDL include but are not limited to the following:
Experiences of learners in conventional online learning context and MOOCs
21st-Century skills needed in online learning contexts
The ‘silent learners’ in online study courses /online study programmes / MOOCs
Planning, designing, and running an online course/ an online study programme and/ or a MOOC
What MOOC models can teach us about face-to-face or hybrid courses (MOOC-ification)
Online study programmes / MOOCs as continuing education
Business models for online study programmes /MOOCs
Online study programmes / MOOCs across education stages and sectors
Case-study comparison of different MOOCs within or across the Nordic countries
Learning design methodology and practices
Online learning as flexible platforms for critical pedagogical discourse
The role of the online teacher
MOOCs as process, MOOCs as content – pedagogical implications
Social and cultural issues for interactions among global online students
Formative assessment in online contexts
The possibilities and limitations of educational data mining/learning analytics
Different approaches for K-12 online learners - students within universities – adult learners
Learning theory and online study programmes / MOOCs
Metrics of success and failure in MOOCs
Value of online study programmes / MOOCs for higher education institutions, schools and municipalities
Critiques of the MOOC format
MOOCs from leadership perspectives
MOOCs in a realigning higher education space (e.g., role/place in formal and non-formal education, implications for for-profit online education providers)
Online study programmes / MOOCs and mobile environments
Online study programmes / MOOCs and data collection and analytics
The full manuscripts will be subject to double-blind review based on the standard NJDL manuscript review criteria as well as relevance to the special issue. The authors will receive notification of approval for peer review on or before 1. July 2017, the result of the peer review by 15. August 2017, and they will have until 15. September 2017 to make revisions in light of the reviewers’ feedback. Accepted papers will be published in the Spring 2018 issue of NJDL (scheduled for release in March 2018).