Tag: JOFDL

It is my privilege to serve alongside Alison Fields as co-editor of the Journal of Open, Flexible and Distance Learning, an international high-quality peer-reviewed academic journal. I also have a piece in this issue entitled ‘Definitions of the Terms Open, Distance, and Flexible in the Context of Formal and Non-Formal Learning‘.

Issue 26 (2) of the Journal of Open, Flexible and Distance Learning (JOFDL) is now available to the world. It begins with an editorial looking at readership and research trends in the journal post-COVID, followed by a thought-provoking Invited Article about the nature of distance learning by Professor Jon Dron. This general issue follows with 7 articles on different aspects of research after COVID-19. Alison Fields and Simon Paul Atkinson, JOFDL Joint Editors.
	Editorial Post-pandemic Trends: Readership and Research After COVID-19 Alison Fields, Simon Paul Atkinson 1-6
	Invited Article Technology, Teaching, and the Many Distances of Distance Learning Jon Dron 7-17
	Position Piece Definitions of the Terms Open, Distance, and Flexible in the Context of Formal and Non-Formal Learning Simon Paul Atkinson 18-28
	Articles – Primary studies
	The Role of Non-Verbal Communication in Asynchronous Talk Channels ‎ Josiah Zhan Xiong Koh, Tara Hulbert 29-50
	An An Initial Assessment of Soft Skills Integration in Emergency Remote Learning During the COVID-19 Pandemic: A Learners’ PerspectiveA Learners Perspective Leomar Miano 51-61
	Supporting English Language Development of English Language Learners in Virtual Kindergarten: A Parents’ Perspective Sara Shahbazi, Geri Salinitri 62-74
	Parents’ Experience with Remote Learning during COVID-19 Lockdown in Zimbabwe Lockias Chitanana 75-90
	First-year Secondary Students’ Perceptions of the Impact of iPad Use on Their Learning in a BYOD Secondary International School Martin Watts, Ioannis Andreadis 91-106
	Teaching, Engaging, and Motivating Learners Online Through Weekly, Tailored, and Relevant CommunicationAcademic Content, Information for the Course, and Motivation (AIM) Andy Kenah, Catherine Nash 107-123