Editorial: From Theory to Practice

Welcome to the third issue of Open Learning for 2023. The informal theme for this issue is the transition from theory to practice, and the role that theory plays in distance learning. Significantly, this issue has a very international feel to it. Contributors are from Ghana, Nigeria, South Africa, South Korea, the UK and the USA.

The first paper by Ukwoma and Ngulube (2021) from the University of South Africa and University of Nigeria, respectively, identifies trends and patterns of theory use in open and distance learning research by examining research articles published in open and distance journals between 2009 and 2018, including Open Learning. The authors analysed more than 1300 journal articles, applying a content analysis methodology, to discover that 385 theories were used in 366 articles. The theories are from the disciplines of education, social sciences and information systems, with some of the most cited theories being transactional distance theory, social constructivism, activity theory and community of practice theory. It is interesting to note that the relationship between transactional distance theory and activity theory has also been explored within an earlier Open Learning article by Kang and Gyorke (2008). The article within this issue is worth studying since it provides useful guidance to researchers about the role of theory in the generation of knowledge, highlighting that theory is ‘one of the pillars of research’ and helps to ‘explain how things work and why’. The discussion about the differences between models, concepts and theories is thought provoking. In some respects, this first paper sets the scene for those that follow.

The second paper, by Black (2020), Bissessar and Boolaky, from the University of Liverpool, UK, and the University of Lincoln, UK, shares a critical literature review of the use of the PsyCap (psychological capital) model in relation to university students’ learning. Psychological Capital is a model normally used to understand persistence in the workplace; here, the authors bring to the forefront the model’s relevance in the context of the changing landscape of online learning. The review, conducted in 2019, provides a history of online education and pedagogy, as well as the role of the PsyCap model and its application in higher education. The value and originality of this article comes from what it brings together. A broad number of theories are referenced which can, of course, be useful with facilitating further research.

Moving from the theoretical to the practical, Lange’s article (2021), focused on students studying at the Open Cyber University in South Korea, explores how personalised e-learning experiences within massive online learning classes can reduce the impact of cognitive load. Lange applies a quantitative survey method and analyses responses from over 2000 students. This survey facilitates the exploration of e-learning personalisation (ELP) from different perspectives and its correlation with different types of cognitive load: germane, intrinsic and extraneous. What is notable about this paper is how theory is used as a lens to analyse the results. It is also worth noting that the concept of personalisation is one that has been subject to extensive research within the field of information systems and e-learning. When examining the design of personalised learning it is necessary to review theories, models and frameworks to consider the needs of students, educators and organisations.

Continuing the topic of e-learning, we move to the subject of e-learning management systems through the work of Yawson and Amofa Yamoah (2020), of the Ghana Institute of Management and Public Administration and Birkbeck College, University of London. The authors present an interesting and complex set of hypotheses, which are linked to contemporary theories of generations. Like Lange, they use a quantitative survey method, but here it is used to explore e-learning management system user satisfaction among different generations of students, namely Generations X, Y and Z. Their study uses an e-learning utility satisfaction evaluation model, drawing on components of a model developed by Hadullo et al. (2017), which includes course development factors, learner support factors and assessment factors. The paper raises interesting questions about the learning experience and support needs for different cohorts of students. Since some of the generational labels can always be subject to criticism and continual re-evaluation, this paper also links to another important element of theory; the role it can take in explaining phenomena, and the extent to which it may be subject to reassessment and change.

The next paper, by Vollman (2021), from the Borough of Manhattan Community College, City University of New York, USA, moves from theory and towards practice. Vollman’s paper focuses on a sample of community college students registered on criminal justice courses in New York, who are largely non-white and eligible for low-income tuition. Also adopting a quantitative survey method, with qualitative elements, the study explores access, use and perceptions of learning with open educational resources (OER) in comparison with traditional textbooks. Vollman raises an important point about the high cost of learning and college affordability as a global concern. Through her article, she asks theoretical questions, which have practical and immediate impacts on the student experience. Readers of Open Learning may also be interested in the work of Clinton (2018) and Hilton and Laman (2012), who have also explored the role and impact of open textbooks.

The final paper of this issue, by Brott (2020) from the University of Tennessee, USA, is a practice-based article, which explores the role of vlogging on a blended learning course for adult learners in higher education in Texas. This exploratory study, which also adopts a survey method, offers insights into the benefits and challenges associated with vlogging in the blended learning context. Vlogging is defined as ‘a short duration video recording that engages the learner in critical self-reflection’ which can also be used as a learning analytics tool to gain student feedback on the learning experience. Recorded using smartphones and computers, via a variety of different apps (FaceTime, Skype and Google Drive), vlogs provide a means of producing ‘time stamped’ video snapshots, which can be collated in the form of a reflective journal. Vlogs are coded using Anderson and Krathwohl’s (2001) revised Bloom’s taxonomy to explore how students engage in the process. Even in a very practical paper, we see that Brott identifies and applies theory to develop an understanding of both her practice and her research.

This issue concludes with a book review by Wida Wulandari (2023) from the Universitas Negeri Surabaya, Indonesia, who reviews ethical use of Information Technology in Higher Education, edited by Liliana Mâtă.

To complete this editorial, we would like to thank our hard-working editorial assistant Vicky Cole, and Paola Trimarco, our book reviews editor; we would not have been able to prepare this issue without you. We would also like to sincerely thank all our peer reviewers, whose contributions are always invaluable.