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What works, what doesn't, for online learners
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How online education benefits introverted students (essay)

How online education benefits introverted students (essay) | learner driven | Scoop.it

Karen Costa explains why online education might be the best bet for introverted students.


Summary from Academica Group - Wednesday 18 October 2017


"How much does online education benefit introverted students?: Costa 


“Very little has been written about whether introverts are more successful in online courses,” writes Karen Costa, yet some evidence exists to suggest that these courses are better suited to this personality type. 


Citing previous research on the subject, Costa notes that introverts have been found to prefer online courses while extroverts prefer face-to-face course delivery. 


Costa argues that her own teaching has left her with many more questions that she would like to see pursued through research, such as whether introverts are more likely to succeed in online courses, or whether introverted professors are more likely to prefer these courses. 


“Isn’t it our job, after all, to help all of our students claim their power, even if that means letting go of our deeply held beliefs about primacy in learning modalities?” concludes Costa."

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The Puzzle of the Macro in the Micro

The Puzzle of the Macro in the Micro | learner driven | Scoop.it

Raise your hand if you're not thinking about microcredentials.

If you just raised your hand, you're bound to be sitting at home, alone, because you're being shunned by the entire higher education innovation sector. You might consider turning back now (but it'd be great if you stuck it out 'til the end of this post).

For the rest of us who are 'geeked out' on microcredentials, it's important to remember that we're the ones who are geeked out on microcredentials — and we may not be representative of the broader higher ed community. When any of us edtech types get excited about something, it's important to first think to ourselves: #YouAreNotTheUser.

Pieces of the Puzzle
There are many parts of the puzzle of microcredentials:

*There is no common size or value from institution to institution.
*Employers are either enthusiastic about the concept or completely unengaged from the concept.
*Learners are either pursuing them individually, or unaware of them entirely.
*Their value is variable and potentially unexplainable.

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Are MOOCs deepening divisions in higher education? - University World News

Are MOOCs deepening divisions in higher education? - University World News | learner driven | Scoop.it
Technology is often described in the literature as an enabler, a facilitator, a supporter, as an enhancer and as empowering, but for millions around the world, this is not always the case.

Massive open online courses or MOOCs have experienced remarkable growth and momentum since their launch and are seen by many as being at the forefront of a 21st century tech revolution in learning. MOOCs have undoubtedly helped to legitimise the value of online learning and have expanded access to content and knowledge to thousands of people around the world who otherwise would not have had access to such material.

However, they pose significant challenges to participants from developing countries and might in fact further aggravate existing educational divides as the education world might increasingly be separated into tiers: those who have access to quality education and MOOCs and those who do not or cannot have access.
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Is instructional design dead? Enter the learning designer

Is instructional design dead? Enter the learning designer | learner driven | Scoop.it
“Instructional design is dead.” That’s what industry leaders are saying. Workplace learning has transformed, but is instructional design really obsolete?
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The Elegant Design Imperative

The Elegant Design Imperative | learner driven | Scoop.it
Elegance in the design of technology and user interfaces results in accessible applications, devices, and services. Providing elegant, accessible tools allows all users to fully participate in education, the workplace, and everyday life.
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The Human Element: Faculty Collaboration in an Increasingly Digital World

The Human Element: Faculty Collaboration in an Increasingly Digital World | learner driven | Scoop.it

Like most technologies, Web 2.0 learning tools can connect or divide us. The path we choose depends on how we understand and use the tools. Since ancient times, technological advances have stoked fears (among some) that our humanism will erode when new technologies grab hold of how we interact. 


No less a scholar than Socrates warned us that writing words down on parchment would kill our memories. Conversely, technological advances have also been seen as life-giving and nourishing, particularly by early indigenous populations who innovated to advance agriculture and irrigation. 


This fundamental separation — whether technology is bringing us together or pulling us apart — is alive in the 21st century, including within U.S. higher education. Students and faculty are the most impacted.

Here are the challenges that face our faculty today:

Students who have access to smartphones and high-speed Internet may be distracted by a bombardment of quick and often shallow information.


Students who do not have access could fall behind through no fault of their ability to learn.


Faculty expectations and practices are changing at many institutions because Web 2.0 learning technologies are continuously evolving.


With too little technology, we risk losing our edge. With too much technology, faculty can feel like Sisyphus with a boulder in one hand and a tablet in the other. But the technology in which colleges and universities invest, usually with an eye on the student experience, need not be limited to improving classroom learning.

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Blackboard Study on How Instructors Use the LMS

Blackboard Study on How Instructors Use the LMS | learner driven | Scoop.it
Blackboard today released a study on how instructors and students in 70,000 courses across 927 institutions used Blackboard Learn, the company's learning management system. The research found five course patterns or archetypes (below). The majority of the courses fell into the category of content heavy, with low interaction.
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4 Ways To Reduce Attrition in Online Courses

4 Ways To Reduce Attrition in Online Courses | learner driven | Scoop.it

Online education has a promising future. Students across the world are opting for online courses. However, low completion rate has always been a matter of debate. 


It’s possible to cut down on drop-outs and improve completion rates of online courses. Here are four most effective ways to reduce attrition in online classes.   


About 5.8 million students enrolled in at least one online course in 2014.This marked an increase by 3.7 from the year 2013. But 30-65% of US students enrolled in online courses drop out before completion. 


Steps to Improve Course Completion Rate: 


1. Establish Relationship with Learners Right from the Start: Time moves faster in digital landscape. Without delaying the relationship building for later, be quick to ‘know’ your learners and make them comfortable in the very beginning of the course. Use ‘virtual icebreaking’ tools like chat and video Remember your learners’ names 


2. Create a collaborative learning culture: Online learning environments invite students from varying places across the globe. It can result in feelings of isolation and disconnect. Counter this by helping learners develop a connection with each other and encourage learning by sharing. Invite your learners to share ideas Assign regular group activities 


3. Let Your Learners Help You: No course is either ‘good’ or ‘bad’ but there are always areas to improve. Ask your learners what they like about your course, what they would like to change, what they would like to discuss in their next class, etc. Make use of data to identify issues Collect student feedback 


4. Know Where Your Learners Struggle: The learning path isn’t a straight line. Design your course in a way that you’re ready to help learners when they struggle. Address challenges through a weekly video chat Provide learners with supplemental learning material"  


References included in article

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Learning in the Digital Age - Conference Board releases report on state of e-learning in Canada

Learning in the Digital Age - Conference Board releases report on state of e-learning in Canada | learner driven | Scoop.it

Information and communication technologies (ICTS) hold the potential to improve post-secondary learning by making learning more accessible and engaging. This report considers how e-learning could improve post-secondary education in Canada.


Summary from Academica Top Ten - Thursday, October 13, 2016:


Conference Board releases report on state of e-learning in Canada 


E-learning is becoming a popular method for delivering education because it appeals to learners, it is attractive to learning providers, and the technologies and practices supporting it are always improving, according to a new report from the Conference Board of Canada. However, the report finds that the adoption of e-learning remains highly variable among Canadian PSE institutions, and several barriers still keep institutions from realizing the technology’s full benefits. The report highlights three key barriers and makes recommendations on how to address them.

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Big Data Analysis in Higher Education: Promises and Pitfalls

Big Data Analysis in Higher Education: Promises and Pitfalls | learner driven | Scoop.it
The grand challenge in data-intensive research and analysis in higher education is to find the means to extract knowledge from the extremely rich data sets being generated today and to distill this into usable information for students, instructors, and the public.
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College adds palliative care program

College adds palliative care program | learner driven | Scoop.it

Summary from Academica Top Ten - Friday, July 29, 2016:


"ON colleges pool resources to develop online programs Barbara Simpson reports that a number of new online programs are being developed through Ontario Learn, a consortium of 24 colleges in Ontario who develop online courses that enable small colleges to offer a range of programs and courses without needing to fill a classroom. “We may see three registrations (at Lambton College) ... but across the province, there's a healthy section size, so ... it will run,” explains Lambton Executive Dean of Academic Affairs Donna Church. The article goes on to discuss many of the programs that are currently being developed or introduced at colleges such as Lambton."


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Daphne Koller: What we're learning from online education

Published on 1 Aug 2012
Daphne Koller is enticing top universities to put their most intriguing courses online for free -- not just as a service, but as a way to research how people learn. With Coursera (cofounded by Andrew Ng), each keystroke, quiz, peer-to-peer discussion and self-graded assignment builds an unprecedented pool of data
iPamba's insight:
Published four years ago, but worth revisiting
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Lurkers are learners: new approaches to understanding participation online

Lurkers are learners: new approaches to understanding participation online | learner driven | Scoop.it
Some concepts become embedded in common parlance as a standard truism but in fact serves to obscure real value in online behavior. The 1-9-90 model of online community participation is one of those shorthands that doesn’t serve us wel

Via juandoming
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MOOCs Are

MOOCs Are | learner driven | Scoop.it

"One overhyped technology fades as another surges."


Summary from Academica Group - Friday 13 October 2017


"Why MOOCs have failed as an education “product”: John Warner 


“How much money will be wasted on this latest fad?” asks John Warner in an article reflecting on the failure of Massive Open Online Courses to disrupt higher education. 


Warner writes that MOOCs are part of a broader trend in which learning “products” have tried, and failed, to change education over the past two centuries. 


Warner notes that just as MOOCs have begun to fade, an equal hype has arisen around personalized learning based on adaptive software. 


Warner argues that the repeated failures of hyped-up educational products lies not with the products themselves, but with the very notion of thinking of education as a “product” rather than a process."

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Online courses ‘more time-consuming’ to prepare for, study says

Online courses ‘more time-consuming’ to prepare for, study says | learner driven | Scoop.it

"Tasmanian researchers find it takes 10 hours to plan an hour’s lecture for online students, compared to eight hours for on-campus delivery"


Summary from Academica Group - Friday 22 Sept 2017


"Online courses take more preparation time, says study 


An Australian study of just over 2,000 academics has found that online courses are more time-consuming to prepare for than traditional teaching. 


The researchers found that it took an hour more to plan an online tutorial than to plan an in-person one, and that developing an entirely new unit required more hours when the course would be delivered online. 


The study also did not find any difference between older and younger academics in the time it took to develop an online course.


“In our experience...the prevailing pressure from administrators is that online students take less staff time to teach, [but] staff indicate that the materials take longer to prepare,” explained researcher John Kenny, who noted that the results had implications for workload models that do not account for online course development time. "

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Online learning not working | Inside Higher Ed

Online learning not working | Inside Higher Ed | learner driven | Scoop.it
Jing Liu questions the effectiveness of distance education, but says coupled with the development of learning science, it can do better.

Via L. García Aretio, juandoming
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Creating MOOCs for Students in Developing Countries

Creating MOOCs for Students in Developing Countries | learner driven | Scoop.it
After an approach designed to attract students in developing countries missed its goals, St. George's University in Grenada created a highly successful massive open online course (MOOC). Real-time interactions and solid student support were key to the turnaround.
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Blended Learning Is No Longer OptionalMillennial Learners Demand It

Blended Learning Is No Longer OptionalMillennial Learners Demand It | learner driven | Scoop.it
Christopher Tiné explains how blended learning offers several ways for organizations to help sales reps hone their selling skills.
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Humanizing Online Teaching and Learning: The Quest for Authenticity

Humanizing Online Teaching and Learning: The Quest for Authenticity | learner driven | Scoop.it
As I went through the steps of the recent EDUCAUSE Learning Initiative course on Humanizing Online Learning and Teaching, I found myself returning to one question repeatedly: How can I inspire authentic collaboration?
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It’s time to get the most from Learning Management Systems - Dr. Terry Anderson in ContactNorth

It’s time to get the most from Learning Management Systems - Dr. Terry Anderson in ContactNorth | learner driven | Scoop.it
Dr. Terry Anderson, Research Associate 
Contact North | Contact Nord 

Three Pillars of Educational Technology: Learning Management Systems, Social Media, and Personal Learning Environments | teachonline.ca 

 Part 1: Getting the Most from Learning Management Systems 

All post-secondary faculty and students use educational technology– whether for classroom-based, blended or fully online learning and teaching. This three-part series, Three Pillars of Educational Technology: Learning Management Systems, Social Media, and Personal Learning Environments, explores the Learning Management System (LMS), social media, and personal learning environments – and how they might best be used for enhanced teaching and learning.

This three-part series, Three Pillars of Educational Technology: Learning Management Systems, Social Media, and Personal Learning Environments, explores the Learning Management System (LMS), social media, and personal learning environments – and how they might best be used for enhanced teaching and learning. 

This first instalment, Getting the Most from Learning Management Systems, looks at the ubiquitous learning management system to undercover the many ways this multi-functional tool is used to support teaching and learning, as well as some of the challenges. 

In the second instalment, How Social Media Support and Expand Teaching and Learning, a variety of social media and networking applications are explored to highlight their strengths and limitations. 

The final instalment, How Personal Learning Environments Contribute to Success in Teaching and Learning, looks at the expanding uses of personal learning environments by students and faculty.

Summary from Academica Top Ten - Thursday, October 27, 2016: 

"It’s time to get the most from Learning Management Systems, writes Contact North contributor 

Higher education has reached a point where “all post-secondary faculty and students use educational technology–whether for classroom-based, blended or fully online learning and teaching,” writes Terry Anderson for Contact North | Contact Nord, which is why institutions need to know they are getting all that they can out of their Learning Management Systems. 

To help this effort, Anderson explains how any LMS must support the four core activities of content delivery, learning assessment, interaction and communication, and analytics. 

The author then turns to a discussion of new developments in LMS technologies and highlights some of the challenges still faced by even the most forward-looking institutions
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Here Is A Good Visual on Blended Learning

Here Is A Good Visual on Blended Learning | learner driven | Scoop.it

"Here is a short visual we created for teachers explaining the core notions behind the concept of Blended Learning. We have also included a collection of what we believe are some essential web tools for classrooms that adopt a blended learning model of instruction. You can share, print and use the visual the way you want as long as you credit us as the source." From Educational Technology and Mobile Learning

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Digital Readiness for Online Learning - Virtual Classrooms Can Be as Unequal as Real Ones

Digital Readiness for Online Learning - Virtual Classrooms Can Be as Unequal as Real Ones | learner driven | Scoop.it
Online courses are praised for their potential to make education accessible to everyone—but they’re leaving students behind.
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Is online learning the future of education?

Is online learning the future of education? | learner driven | Scoop.it
In a recent survey, almost 80% of young people said they've taken an online course. Is this the future of education?
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Study finds few students cheat the system with digital homework questions

Study finds few students cheat the system with digital homework questions | learner driven | Scoop.it

"Even if they could cheat without being penalized, most students will take an honest stab at homework questions, study finds."


Summary from Academica Top Ten - Tuesday, June 5, 2016:


"Students will make earnest attempt to perform homework even when given the chance to cheat, says new study A new study from the University of California, Riverside has found that students will make an honest attempt to answer homework questions even when they have the opportunity to see the answers without penalty. According to Inside Higher Ed, the study was designed to produce further knowledge about one of the biggest questions surrounding online learning: whether students learning at their own pace will rush through questions or take the necessary time to learn. While the report found that some questions produced lower levels of “earnestness” in students’ level of effort, researchers concluded that this difference stemmed largely from the quality of the questions being asked rather than the subject matter or the students. "

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Unpacking the Problem of Unmotivated Online Students (EdSurge News)

Unpacking the Problem of Unmotivated Online Students (EdSurge News) | learner driven | Scoop.it

"Motivation’s Shaping Forces

Connection to an experience fosters greater memory retention and deeper engagement.


To start, motivation is not like having a size 8 foot. It’s not a fixed trait that some humans either have or don’t have. Rather, motivation is more like water; its qualities are impacted by other forces. Water can be serene and glass-like one day and rough and choppy the next, depending on factors like the weather or the number and type of boats in use. Motivation is similarly influenced by outside factors."


Summary by Academica Top Ten  - Thursday, June 2, 2016


"Understanding the “six Cs” of motivation is key to online learning “Motivation is not like having a size 8 foot,” writes Michelle Pacansky-Brock for EdSurge. “It’s not a fixed trait that some humans either have or don’t have.” 


The author argues that when designing an online course, it is essential to consider the six Cs of motivation, which are choice, control, constructing meaning, challenge, collaboration, and consequences. 


Some stakeholders often make the mistake of thinking that students are either motivated or not, and this is where a clear understanding of the six Cs is key to boosting student motivation. Pacansky-Brock further concludes that a successful online course must understand the emotional or affective aspects of learning, which can so easily be lost in the temptation to use online teaching to simply transmit information."

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