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University of Wisconsin Stout: Interested in online teaching and learning?

Information about our Graduate Certificate in Online Teaching and Learning.
E-Learning and Online Teaching
Learning to Teach in the 21st Century

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Learning Styles: A Focus upon E-Learning Practices and Pedagogy and their Implications for Designing E-Learning for Secondary School Students in Newfoundland and Labrador Morris Cooze Centre for Di...

Morris Cooze, Centre for Distance Learning and Innovation
Michael Barbour, University of Georgia


Abstract


With the increase of online learning in the K-12 environment, research must turn to specific studies focused upon this level. One area of investigation surrounds the development of online course content and individualized student learning styles. This review found that although there is a vast body of research concerning online learning in the postsecondary environment, this is not true for K-12 education. Recent studies have begun the discussion for secondary school students as online learning becomes more prevalent and accepted as a means of learning. The lessons that these studies bring forward may be of particular interest to instructional designers and e-teachers in the K-12 environment.


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Doing Internet Research at the Elementary Level | Edutopia

Doing Internet Research at the Elementary Level | Edutopia | E-Learning and Online Teaching | Scoop.it
Blogger Mary Beth Hertz embeds lessons in information literacy using internet research projects.
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in2h20's comment, January 20, 2012 11:05 AM
There exists a study, by Nielsen, explaining that children up to 12 years do not understand searching hence research. Therefore, when designing websites for pre teens, we do not include search in functionality
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How can School Librarians be Technology Integration Leaders?

How can School Librarians be Technology Integration Leaders? | E-Learning and Online Teaching | Scoop.it

Melissa P. Johnston (2011) School Librarians as Technology Integration Leaders: Enablers and Barriers To Leadership Enactment, Florida State University, A dissertation submitted to the School of Library & Information Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Degree Awarded: Summer Semester, 2011 (Full Text)

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JOLT - Designing and Orchestrating Online Discussions

JOLT - Designing and Orchestrating Online Discussions | E-Learning and Online Teaching | Scoop.it
The Journal of Online Learning and Teaching...


Abstract


This author’s position is that asynchronous online discussions face an array of resolvable pedagogical and course management challenges. Online discussions can transform mere course chatter into a cyber forum of student-centered learning through meticulous planning, designing and orchestrating. After introducing common issues, a literature review summarizes the contributions that online discussions bring to distance learning. The author then addresses pedagogical and managerial issues that plague online discussions with strategies that instructors may readily employ. In the pedagogical realm, these include insights on organizing online discussions, using groups to facilitate interactions, establishing discussion parameters, and ensuring that the course syllabus introduces online discussion details. In the managerial realm, approaches are offered regarding overseeing discussion windows, using icebreakers, assessing student performance, ongoing communications, maintaining an online presence, netiquette, and a variety of other online discussion tips. In support of online instructors, the article weaves in relevant literature with the hard learned lessons from the author’s ongoing attempts to improve online discussions. It concludes by urging instructors to cultivate improvement continuously through candid self-critique supplemented by student feedback.


Keywords: Asynchronous learning; distance learning, online pedagogy, online groups; online discussions; and discussion assessment.

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Sloan-C Free Downloads | The Sloan Consortium®

Sloan-C Free Downloads | The Sloan Consortium® | E-Learning and Online Teaching | Scoop.it

This is the 'download' page for Sloan-C reports.  Although these are not the very latest reports, you'll find a rich resource of recent survey reports and publications about e-learning at the K-12 and University level. 

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Research on Best Practices of Teaching Online

Research on Best Practices of Teaching Online | E-Learning and Online Teaching | Scoop.it

These pages present a summary of research related to best practices of teaching online. It is divided into 4 sections: content and structure, communication, assessment, and references. The symbols (described below) indicate our recommendations for application of the concepts in your course.

 

Section 1: Course Structure and Content
Section 2: Course Communication
Section 3: Course Assessment
References

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Promising Practices in Online Learning - iNACOL

Promising Practices in Online Learning - iNACOL | E-Learning and Online Teaching | Scoop.it

The most well established K-12 online learning programs are more than ten years old, and many programs have between five and ten years of operating experience. The newest programs are building on the expertise of those early adopters, as well as the experience of online learning in postsecondary institutions and the corporate world. A body of knowledge, skills and practices has been developed by individual programs, in collaboration with practitioners, researchers, and policymakers. Because there are so many types of online programs (full-time, supplemental, stateled, district-level, consortium), there are also many different approaches to teaching, student support, professional development, and other issues.

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Risks, Opportunities, and Realities of Children's Internet Usage: A Few Moments with Sonia Livingstone | DMLcentral

Risks, Opportunities, and Realities of Children's Internet Usage: A Few Moments with Sonia Livingstone | DMLcentral | E-Learning and Online Teaching | Scoop.it

As Social Psychology Professor and Head of the Department of Media and Communications at the London School of Economics and Political Science, Sonia Livingstone is one of the most respected researchers in the growing sector of children’s online risk and safety. Livingstone directs LSE’s research project, EU Kids Online, a 25-nation thematic network funded by the EC’s Safer Internet Programme looking at children, young people and the Internet in an effort to supply policy makers with the best possible advice on how to educate and protect against online risks and opportunities. This past September, she and members of her network released one of the largest studies of its kind to date, Risks and Safety on the Internet, a detailed, face-to-face survey, which interviewed 25,000 European children and their parents across 25 countries.

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California impedes digital learning | Digital Learning Now

California impedes digital learning | Digital Learning Now | E-Learning and Online Teaching | Scoop.it

If there’s one area where California, the home of Silicon Valley, should be an education leader, it’s digital learning. However, a new national report card finds California lagging in expanding the use of digital technology, such as interactive software programs and online resources, to improve student learning.

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The GoodWork Project | Excellence Ethics Engagement

The GoodWork Project | Excellence Ethics Engagement | E-Learning and Online Teaching | Scoop.it

The GoodWork™ Project is a large scale effort to identify individuals and institutions that exemplify good work – work that is excellent in quality, socially responsible, and meaningful to its practitioners – and to determine how best to increase the incidence of good work in our society.

 

Psychologists Mihaly Csikszentmihalyi, William Damon, and Howard Gardner spend the year together at the Center for Advanced Study in the Behavioral Sciences in Stanford, California. Over the course of the year, they develop rough plans for a collaborative project, which they entitle The Humane Creativity Project. A wide ranging search for funding results in an initial grant from the Hewlett Foundation...

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Digital Learning Now

Digital Learning Now | E-Learning and Online Teaching | Scoop.it

Technology has the power to customize education for each and every student in our great country to all students can achieve their full potential for learning. A decade ago this was just a dream. Today, it can become a reality.

 

See all videos »

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JOLT - Journal of Online Learning and Teaching :Designing and Orchestrating Online Discussions

JOLT - Journal of Online Learning and Teaching :Designing and Orchestrating Online Discussions | E-Learning and Online Teaching | Scoop.it

Designing and Orchestrating Online Discussions

 

David L. Baker
Associate Professor, Department of Public Administration
California State University, San Bernardino
San Bernardino, CA 92407 USA
dbaker@csusb.edu

 

Abstract

 

This author’s position is that asynchronous online discussions face an array of resolvable pedagogical and course management challenges. Online discussions can transform mere course chatter into a cyber forum of student-centered learning through meticulous planning, designing and orchestrating.

 

After introducing common issues, a literature review summarizes the contributions that online discussions bring to distance learning. The author then addresses pedagogical and managerial issues that plague online discussions with strategies that instructors may readily employ. In the pedagogical realm, these include insights on organizing online discussions, using groups to facilitate interactions, establishing discussion parameters, and ensuring that the course syllabus introduces online discussion details. In the managerial realm, approaches are offered regarding overseeing discussion windows, using icebreakers, assessing student performance, ongoing communications, maintaining an online presence, netiquette, and a variety of other online discussion tips. In support of online instructors, the article weaves in relevant literature with the hard learned lessons from the author’s ongoing attempts to improve online discussions.

 

It concludes by urging instructors to cultivate improvement continuously through candid self-critique supplemented by student feedback.

 

Keywords: Asynchronous learning; distance learning, online pedagogy, online groups; online discussions; and discussion assessment.
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e-Learning as Inquiry - e-Learning for literacy

e-Learning as Inquiry - e-Learning for literacy | E-Learning and Online Teaching | Scoop.it

The role of e-learning in literacy teaching and learning


A growing body of research indicates that e-learning has considerable potential to enhance literacy teaching and learning. At the same time, New Zealand teachers have access to an evidence-based body of knowledge about how to improve literacy outcomes for their students.

 

This raises important questions:

 

What is the intersection between these two bodies of knowledge?
What role could – or should – e-learning play in students’ literacy learning?
How might teachers use e-learning to personalise the learning opportunities they provide for their students?


Via Jacqui Sharp
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Case Study: Teaching Online - A Time Comparison

Case Study: Teaching Online - A Time Comparison | E-Learning and Online Teaching | Scoop.it


Abstract

The success of distance courses has prompted universities nationwide to increase the number of courses offered online. As the number of these courses has increased, the challenges involved in developing and offering them have become more apparent. One particular difficulty when teaching in an online format is that it can be more time-consuming than teaching in a traditional in-class format. This case study investigates this issue through the use of a detailed comparison of the time required to prepare and teach a traditional course, and that required for the same course presented in an online format. The additional time required by the online format is found to result largely from increased student contact and individualized instruction and not from the use of technology per se.

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Liko Puha's comment, January 24, 2012 4:37 PM
Oh my goodness! This topic is very close to one I am proposing for my Masters research project. Thank you Dennis.
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Distance Eduacation Articles of the Month

Distance Eduacation Articles of the Month | E-Learning and Online Teaching | Scoop.it
Links to distance education resources, including articles, journals, associations, reports, quality principles, and tutorials.


Archive from 2000 - Present!

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What makes teachers effective in using technology as a meaningful pedagogical tool?

What makes teachers effective in using technology as a meaningful pedagogical tool? | E-Learning and Online Teaching | Scoop.it

Peggy A. Ertmer, Anne T. Ottenbreit-Leftwich (2010) Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect, JRTE, Vol. 42, No. 3, pp. 255–284


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This current research on technology integration is a useful reference for anyone considering e-learning and online teaching.  In so many ways technology integration and the concepts of the blended classroom are part of the path to working online.  For years I blended online work into my face to face classroom.  Interestingly,  it was going online to learn and teach that was the most effective and transforming experience I had with tech integration.   ~ Dennis

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Development, Implementation, and Evaluation of a Grading Rubric for Online Discussions

Development, Implementation, and Evaluation of a Grading Rubric for Online Discussions | E-Learning and Online Teaching | Scoop.it
The Journal of Online Learning and Teaching...


Abstract


This paper discusses the development, implementation, and evaluation of a grading rubric for online discussions. Despite the growing popularity of grading rubrics and the parallel growth of online learning, there is a lack of research on the topic of grading online discussions. Grading discussions (sometimes called class participation) in an online learning environment can be particularly challenging. In this paper, the authors share their experience of creating and implementing a comprehensive grading rubric for online discussions that evaluates the following criteria: quantity, quality, timeliness, and writing proficiency. Student perceptions regarding the use of the discussion rubric are also analyzed and areas of future research are suggested.

Keywords: e-learning, assessment, student perceptions, participation guidelines, faculty expectations

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The No Significant Difference Phenomenon: A Comparative Research Annotated Bibliography on Technology for Distance Education

The No Significant Difference Phenomenon: A Comparative Research Annotated Bibliography on Technology for Distance Education | E-Learning and Online Teaching | Scoop.it

This is a searchable database of articles backing up Thomas L. Russell's book comparing online learning with face to face education.  This work has been available for 10 years.  As the name implies, studies have found no significant difference between online and face to face learning.   10 years ago the trenches were filled on both side of this issue. These days, not so much. (Although there is a battle brewing about this issue at the k-12 level).  ~Dennis


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The No Significant Difference (NSD) website has been designed to serve as a companion piece to the book. The primary purpose of the NSD website is to expand on the offerings from the book by providing access to appropriate studies published or discovered after the release of the book. In addition to studies that document no significant difference (NSD), the website includes studies which do document significant differences in student outcomes based on the mode of education delivery. The significant difference (SD) entries on the website are further classified into three categories:


better results through technology - improvement in outcomes when curriculum is delivered at a distance;


better results in the classroom - improvement in outcomes when curriculum is delivered face to face; or


mixed results - some variables indicate improvement when curriculum is delivered at a distance, while others indicate improvement when curriculum is delivered face-to-face.

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Research guide

Research guide | E-Learning and Online Teaching | Scoop.it

Research Guide to website credibility.  Step by step tutorial guide.  The site also includes a Writing and Citation guide.

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Competency-Based Pathways - iNACOL

Competency-Based Pathways - iNACOL | E-Learning and Online Teaching | Scoop.it

Four recent reports (2010 - 2011) on Competency Based issues in virtual education.  All reports are available for pdf download. 

 

It's Not a Matter of Time: Highlights from the 2011 Competency-Based Summit
Sturgis, Patrick and Pittenger, July 2011

 

Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning
Patrick and Sturgis, July 2011

 

When Success is the Only Option: Designing Competency-based Pathways for Next Generation Learning
Sturgis and Patrick, November 2010

 

Clearing the Path: Creating Innovation Space for Serving Over-age, Under-credited Students in Competency-based Pathways
Sturgis, Rath, Weisstein and Patrick, December 2010

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Microsoft Academic Search

Microsoft Academic Search | E-Learning and Online Teaching | Scoop.it
Find information about academic papers, authors, conferences, journals, and organizations from multiple sources.

 

~ Here's another example of serendiptous discover.  I picked this specialized search tool up from my Literacy with ICT Diigo group weekly email.  Thanks to Phil Taylor for sharing the link. 

 

Microsoft's Academic Search Engine offers a number of ways to search for research about any topic.  It's an intriguing, more visuual, alternative to Google's Acadmenic search.

 

The academic map gives you a world view of universities. You can then drill down into their databases, viewing research by topic, discipline, author.  The visual tools enhance the experience and provide entry points for searchers of different levels of expertise.

 

Comparing organizations by citation count is another innovative way to investigate data.  All of the tools give you a variety of ways to compare and consider information from academic sources.

 

This is a find! Click in and explore! ~ Dennis

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Fostering Cross-Generational Dialogues about the Ethics of Online Life | Davis | Journal of Media Literacy Education

Fostering Cross-Generational Dialogues about the Ethics of Online Life | Davis | Journal of Media Literacy Education | E-Learning and Online Teaching | Scoop.it

Links to Full Text Article:

 

ABSTRACT

 

Today’s youth inhabit new digital spaces that seem foreign to many adults. These spaces offer unprecedented opportunities for interpersonal connection, but community can break down when people are emboldened by anonymity through pathways that are fast and highly public. Interested in how teens and adults view these ethically charged issues, our partner organizations convened a three-week long series of online conversations with more than 150 parents, teachers, and teens.

 

Our analysis of these conversations revealed that adults exhibited stronger and more consistent patterns of moral and ethical thinking than youth, who tended to show greater concern for the personal consequences of their online actions. These findings suggest that adults have an important role to play in helping teens to become responsible digital citizens.

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Penetrating the Fog: Analytics in Learning and Education (EDUCAUSE Review) | EDUCAUSE

Penetrating the Fog: Analytics in Learning and Education (EDUCAUSE Review) | EDUCAUSE | E-Learning and Online Teaching | Scoop.it

Learning analytics is essential for penetrating the fog that has settled over much of higher education. Educators, students, and administrators need a foundation on which to enact change. For educators, the availability of real-time insight into the performance of learners—including students who are at-risk—can be a significant help in the planning of teaching activities. For students, receiving information about their performance in relation to their peers or about their progress in relation to their personal goals can be motivating and encouraging. Finally, administrators and decision-makers are today confronted with tremendous uncertainty in the face of budget cuts and global competition in higher education. Learning analytics can penetrate the fog of uncertainty around how to allocate resources, develop competitive advantages, and most important, improve the quality and value of the learning experience.

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A Quality Scorecard for the Administration of Online Education Programs | The Sloan Consortium®

A Quality Scorecard for the Administration of Online Education Programs | The Sloan Consortium® | E-Learning and Online Teaching | Scoop.it

This scorecard is for measuring and quantifying elements of quality within online education programs in higher education. It is an easy-to-use tool for online administrators for program evaluation. By evaluating each of the respective quality indicators within the established categories, an online administrator can determine strengths and weaknesses of their program. The identification of the weaknesses can be used to support program improvement and strategic planning initiatives. The scorecard could also be used to demonstrate to accrediting bodies, elements of quality within the program as well as an overall level of quality.


The scorecard contains 70 quality indicators--each indicator is worth up to three points. The administrator will determine at what level their program meets the intent of the quality indicator after examining all procedures and processes.

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Study Finds That Online Education Beats the Classroom

Study Finds That Online Education Beats the Classroom | E-Learning and Online Teaching | Scoop.it
Education that includes at least some online work is more effective than classroom-only teaching, according to a major research review done for the Department of Education.

 

A recent 93-page report on online education, conducted by SRI International for the Department of Education, has a starchy academic title, but a most intriguing conclusion: “On average, students in online learning conditions performed better than those receiving face-to-face instruction.”

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