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Rescooped by Ivon Prefontaine from learner driven
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Build It But Will They Teach?: Strategies for Increasing Faculty Participation & Retention in Online & Blended Education

Summary from Academica Top Ten - Thu 10 July 2010

Case study offers advice for engaging faculty in online and blended learning initiatives

A new study from researchers at Drexel University and Armstrong Atlantic State University offers guidance on improving faculty participation and retention in online andblended education formats. Taking Armstrong Atlantic State University as a case study, the paper notes that faculty with little distance education experience may have preconceived negative attitudes toward online and blended education. AASU faced low faculty interest and participation in its online learning initiative, and undertook 4 initiatives to help win them over. The university held open sessions to make a strong case for online and blended learning; it renamed the Office of Online Learning the Office of Online & Blended Learning; it rebranded its online learning bootcamp as a “teaching fellows program,” and spread its duration out from 4 weeks to 8–12 weeks; and it launched an institutional study to identify and address factors that motivated and inhibited faculty participation. The report offers 8 recommendations for institutions looking to win faculty support for online and blended learning initiatives. Full Report


Via iPamba
Ivon Prefontaine's insight:

It is always interesting to read the research related to online/blended School.

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Rescooped by Ivon Prefontaine from learner driven
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The irresistible urge for students to talk

The irresistible urge for students to talk | Educational Leadership and Technology | Scoop.it

From Academica Top Ten, Friday April 11, 2014

"

MOOCs go bricks and mortarMassive open online courses (MOOCs) have become increasingly popular in countries around the globe, with Coursera alone registering more than 7 million users – more than the entire university population of the UK and France combined. But students in these MOOCs, which are essentially designed around independent, self-guided learning, are becoming more interested in learning with others. Learning hubs, where students meet to take MOOCs together, have popped up all over in many different forms. Some are more formal, where students follow online lectures and assignments together, and others are casual meet-ups where students discuss topics and assignments with others taking the same MOOC. Some learning hubs, like one in Moscow, Russia, recruit experts to answer questions and act as mentors. Traditionally, MOOCs have very low completion rates, but according to Coursera’s coordinator of international development, completion rates for students attending learning hubs is much higher, between 30-100%. BBC"


Via iPamba
Ivon Prefontaine's insight:

Online may never be completely online.

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Rescooped by Ivon Prefontaine from Digital Learning, Technology, Education
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Learning Technologists as Curious, Playful, Connected, Proactive, Passionate, Learners

Reflections on the qualities of educational technologists (who, as we know, are a diverse bunch)


Via Robert Farrow, iPamba, Amy Melendez
Ivon Prefontaine's insight:

And, we can be all of those things and not be a technologists. It means being a decent person regardless of the setting. Also, one does not have to be decent to be a technologist. Like all communities, there are personal differences that exist on a continuum.

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There's More to Online Learning Than Course Completion Rates

There's More to Online Learning Than Course Completion Rates | Educational Leadership and Technology | Scoop.it
Completion rates remain a contentious issue when discussing massive open online courses. Yet, new papers released...

Via iPamba
Ivon Prefontaine's insight:

I agree that experimentation is part of the process, but, when less than 5% complete, what are we learning from experimentation? The same thinking about experimentation should apply to all learning and educational settings.

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Creating an Online Learning Community

Creating an Online Learning Community | Educational Leadership and Technology | Scoop.it
The Illinois Online Network (ION) is a collaboration of all community colleges in Illinois and the University of Illinois working together to advance utilization of technology enhanced and Internet-based instruction and service.

Via Ana Cristina Pratas, iPamba
Ivon Prefontaine's insight:

A very important point is that a team and community are different. The former has external direction and goals i.e. the boss determines. The latter is organic and may be influenced externally, but the group finds a way to understand and minimize the influences.

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How can universities stop students cheating online?

How can universities stop students cheating online? | Educational Leadership and Technology | Scoop.it
From keyboards that recognise your typing style to university honour codes – course providers are finding new ways to stop plagiarism among students

Via iPamba
Ivon Prefontaine's insight:

What is cheating? That is likely a better question. The idea my sister would do my typing is not cheating. I may have provided the hand-written material. What about the work of editors? Is that cheating?

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Few freshmen expect to take fully online classes, study finds | Inside Higher Ed

Few freshmen expect to take fully online classes, study finds | Inside Higher Ed | Educational Leadership and Technology | Scoop.it

Via iPamba
Ivon Prefontaine's insight:

This is consistent with the research that shows only about 30% of students are able to use technology effectively in their learning. Only about 1/2 that group, is at the totally independent level of learning if that really does exist.

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Exactly How Many Students Take Online Courses? – Wired Campus - Blogs - The Chronicle of Higher Education

Exactly How Many Students Take Online Courses? – Wired Campus - Blogs - The Chronicle of Higher Education | Educational Leadership and Technology | Scoop.it

Via iPamba
Ivon Prefontaine's insight:

This reminded me of Mark Twain: Lie, damned lies, and statistics.

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