EURODL, the European Journal of Open and Distance Learning, recently revived by EDEN, differs from other online journals in that it is published paper by paper, not issue by issue.    Each paper stays “live” on the current index for six months, and is then archived.

It’s a sensible notion, and keeps the number of “current” papers manageable:   there were twelve when I checked last week, so you can hope to take in quickly whether or not there is something there of interest.

Unfortunately, the titles are less manageable, hinting at over-technical approaches (“online and face-to-face interaction processes compared using Bales’ interaction process analysis”), academic obscurities (“object-oriented programming as the knowledge domain”), esoteric subjects (”adaptive e-learning with eye-tracking”), a narrowness of focus (“development of a virtual laboratory experiment for biology”), or the inevitable parochialism (“a study on the learning support needs of Malaysian online learners”).    Not a promising start.

But I did my duty, and persevered with four as exemplars.   

“Exploring the link between language anxiety and learner self management in open learning contexts” sounded promising, but was jargon-rich and failed to keep my attention.    Could be useful, provided you have a longer attention span than mine.

“E-learning measurement of the learning differences between traditional lessons and online lessons” does what it says;   another in the neverending story of two separated siblings striving to succeed in a hostile world.    And the conclusion?    Is there much difference between traditional lessons and online lessons?    The answer, as a thousand other studies have already shown, is “not a lot”.

“AdeLE (Adaptive e-Learning with Eye-Tracking)” is a very different kettle of fish.    I’ve reported on the use of eye-tracking to uncover how people read screens before;   an interesting line of research.

AdeLE goes further.    It raises the possibility, for example, that programme control can be linked to eye movements.    In one example, parts of the screen alter, depending upon which other parts of the screen the eye is resting on at that particular time.

The system is not cheap, so whatever the techno-enthusiasts might wish upon us, it is unlikely to become widespread quickly.    And I can see major areas of application, for the severely disabled, for example, being able to navigate using only eye movements.    But as an ordinary user, confronted with screens that flash in and out as my eye wanders, I find the whole prospect mildly nauseous.

Finally, “Evaluation of an online student induction and support package for online learners” explains itself.    Again, you might find it useful;   again, I fear I did not.

Overall, it was a disappointment.    EURODL is Europe’s attempt to stand alongside the many US, Canadian and Australian online journals;   the current crop of papers is worthy enough, but hardly demands to be read.

Source:   EURODL