Editorial: ODL research in Iran, language learning and open courseware

Welcome to the final 2022 issue of Open Learning. This editorial has been, in part, written by Charlotte Stevens, who has recently joined the Open Learning editorial team. The Open Learning team offer Charlotte a very warm welcome to the journal. Charlotte is a long standing member of The Open University. In addition to her work on Open Learning, she plays an important role in the university Associate Lecturer Support and Professional Development team, which provides opportunities for Open University distance learning tutors to enhance their expertise and practice through training and development, support and resources.

This issue combines three related themes or topics. The first theme relates to Open and Distance Learning (ODL) research within Iran, within which there is a sub-theme of language learning, a topic that regularly features within Open Learning. In addition to the papers in this issue that explore this second theme of language learning, readers might be interested in reading papers that are presented within Open Learning issue 36(1). The third theme of this issue relates to the subject of Open Educational Resources (OER); specifically, the subject of open courseware (OCW).

This issue begins with a paper by Farhd Seraji (2022), who provides a summary of topics associated with blended learning research in Iran, published in English or Persian, between 2010–2019. Blended learning is also a theme that regularly features within Open Learning, although it is sometimes referred to using different terms, such as hybrid learning, or flipped learning. Seraji addresses the subject of terminology within this first article, alongside methodology, topic, blending level, context and technology. Seraji’s article is essentially a systematic literature review of 60 articles, encompassing research focused on higher education, secondary and primary education, and corporate training. It is well worth a read for anyone who is looking to gain an overview of this subject.

The next paper is by Ismail Xodabande and Mahmood Reza Atai (2022) who explore the use of Mobile Assisted Language Learning (MALL), using a sophisticated experimental design to assess the long-term impact of language learning on a group of Iranian university students. The authors provide a rich literature review, referring to other papers from Open Learning which relate to MALL. Readers might find papers by Demouy and Kukulska-Hulme (2010), and Grigoryan (2020) of interest. The paper by Grigoryan may offer an interesting contrast.

The penultimate paper is by Akbar Bahari (2022), from the University of Qom, Iran, who adopts a mixed-methods approach to study game-based collaborative language learning. Focused on a sample of 95 English as a Foreign Language (EFL) students based at a language school in Tehran, Bahari employs a self-developed practice model – ‘focus on form’ (FonF) – to assist learners to develop their listening-speaking skills.

One aspect that is particularly welcome in Bahari’s work is the discussion of the different aspects of game-based vocabulary learning and, in particular, how this is linked to the theme of student motivation. Gamification is a developing field, which has its own literature. Significantly, Bahari’s broad literature review references several related papers that can be found in earlier issues of Open Learning. As well as referencing Grigoryan (2020), an article by Cerna (2018) provides a clear and direct link to blended language learning. Importantly, Prifti (2020) further explores the theme of student satisfaction, self-efficacy and blended learning. Those interested in Bahari’s work, are also reminded to review another study that he published (Bahari, 2021), where his focus lies with proficiency assessment tools and strategies.

The final paper, by Meina Zhu and Dilnoza Kadirova (2022), explores a slightly different area: student perceptions and experiences of learning computer science through MIT open courseware. It is important to note that themes presented within this paper are also shared in the earlier papers, namely, the importance of the student experience and the use of technology to facilitate learning. One interesting element of this final paper is the use of a Community of Inquiry framework (CoI) as a means of examining the online learning environment. A qualitative approach is adopted, whereby the authors undertake a thematic analysis and computer-mediated discourse analysis (CMDA) of comments learners have left on instructional video resources. This paper offers an interesting example of how to carry out qualitative research at scale, and is likely to be of interest to those engaged in the design and delivery of OER-related content.

Finally, we would like to express our joint thank you to Vicky Cole, our hard-working editorial assistant, and Paola Trimarco, our book reviews editor. We would also like to take the opportunity to formally acknowledge the contribution of all peer reviewers.

During the last 12-months, 174 reviews have been completed on papers submitted to the journal. On behalf of all at Open Learning Journal, we express our grateful thanks to those who have contributed in this way to the work of the journal and its aim of advancing knowledge and understanding of Open and Distance Learning. We have expressed our thanks to these reviewers by name in the online edition of the journal. As this cannot be reproduced in print, we invite readers of the printed journal to view the names online on the journal website. Your collective contributions make a substantial contribution to the shape of Open Learning.