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The Problem with the Flipped Classroom Movement

The Problem with the Flipped Classroom Movement | learner driven | Scoop.it

"The flipped classroom is just that, a classroom with the times attributed to certain tasks that are flipped. It is not student centered, but just a rehash of sage-on-the-stage direct instruction. The problem with the flipped classroom or student centered learning is that the students dictate the pace. In addition a great deal of learning takes place in group settings with dialog. We do not live in a schedule free world. Most schools have an Advanced Placement or International Baccalaureate curriculum. Both of which have time constraints due to testing. In addition, many schools use SAT testing for college entrance, and classes have to end with a certain amount of learning that needs to take place. Students have a timeline. Allowing students to learn at their own pace could lead to a lot of problems."


Via EDTECH@UTRGV, Curtin Teaching and Learning
iPamba's insight:

It's neither the delivery model nor the tools that enable learning. It's the experience.

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Ivon Prefontaine's curator insight, February 20, 2014 1:24 PM

Mark Page-Botello makes a good point about the need for student motivation. I think teachers have to be as active, but in different and, perhaps new ways. I think of Whitehead's phrase about learning being about the character of the pupils and the genius of the teacher.

Steve Vaitl's curator insight, February 23, 2014 10:42 AM

For my teaching friends out there;

I must agree this is a problem as the classroom becomes a place of "easier and easier learning" the work place becomes a place of "continuously more difficult working demands". If we tie together the flipped classroom with a schedule of the time in the classroom it may be a way to address this valid issue. 

John McDermott Neill's curator insight, October 12, 2014 11:45 PM

A different view of the usefulness of the flipped classroom. Something to think about!

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A 2016 Look at the Future of Online Learning - Part 1

A 2016 Look at the Future of Online Learning - Part 1 | learner driven | Scoop.it

From Academica Top Ten - Wednesday, February 4, 2016

A glance into the future of online learning

“To reach the next level of adoption requires those who remain skeptical and those who do not like change to embrace new approaches to teaching and learning,” states a new essay from Contact North | Contact Nord that seeks to identify some of the trends and factors that will affect the development of online learning in the coming years. The article goes on to identify key patterns in online learning, which include the use of artificial intelligence to produce increasingly personalized education opportunities, and the emergence of handheld devices as the “de facto” tool for learning. These developments will come with the development of massive collaborative learning networks, which will give tomorrow’s students an unprecedented level of access to knowledge and perspectives from around the globe.

 
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Penn Professor Robert Ghrist Brings Complicated Math to the Masses

Penn Professor Robert Ghrist Brings Complicated Math to the Masses | learner driven | Scoop.it
It’s not easy to make confusing mathematics topics understandable, let alone interesting, to non-mathematicians, but University of Pennsylvania professor Robert Ghrist has figured out the formula.
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Moocs: international credit transfer system edges closer

Moocs: international credit transfer system edges closer | learner driven | Scoop.it
Six universities in talks on global credit transfer system for online courses

"Multiple choice: about 200 Moocs are likely to be involved in any pilot

"Universities are set to pilot a global credit transfer system that will allow students to use courses taken online to count towards their degrees.

"Six universities from Australia, Europe, Canada and the US are seeking to establish a new alliance in which each organisation’s massive open online courses (Moocs) are formally accredited by partner institutions.

"The proposed scheme could be similar to the European Credit Transfer System, which enables universities to recognise marks gained by students while studying at other institutions within the European Union."

 
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Digital age offers opportunities for colleges, universities

Digital age offers opportunities for colleges, universities | learner driven | Scoop.it

"In a world where more people have access to digital technology than have access to clean water, there are tremendous opportunities for colleges and universities, a digital expert told education leaders gathered in Vancouver Monday.

Digital connections are promoting discovery and could solve some of the world’s biggest problems like access to clean water, Diana Oblinger, president emeritus of Educause, a non-profit organization, told delgates at a Universities Canada conference about how technology is changing post-secondary teaching and learning."

Read more: http://www.vancouversun.com/digital+offers+opportunities+colleges+universities/11555528/story.html#ixzz3tkDQ5qNg

 

Summary from Academica Top Ten - Tuesday, December 8, 2015

Digital age brings opportunities in virtual internships and collective intelligence problem-solving

Diana Oblinger, president emeritus of Educause, explains that technology is changing the opportunities available in postsecondary teaching and learning. She argues that postsecondary institutions can define higher education in the connected age by integrating the digital world with the physical world. She concludes that “learning is what our institutions do first and foremost and in the connected age we can connect with each other, we can have interactive experiences, deeper and richer experiences, such as games-based learning environments, simulations and transnational exchanges with people.”

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Despite Challenges, Online Learning Is on a Continuous Vertical Climb - OLC

Despite Challenges, Online Learning Is on a Continuous Vertical Climb - OLC | learner driven | Scoop.it

While online educators will always have challenges to deal with, they also have a future to look forward to — a future where mobile devices and Internet access can help provide more education opportunities to students around the world.

Learning sciences and data analytics will inform teaching and learning, and other university decisions in even more ways than they are now. Competency-based, adaptive and personalized learning will help meet students' needs better at schools and universities. And student support will become more of a priority.

Online learning will also continue its trajectory of consistent growth and become even more mainstream than it is now.

"I don't think it's an industry that's on a downward spiral," said John G. Flores, managing director of the United States Distance Learning Association and professor of educational leadership at Nova Southeastern University. "If anything, I think it's on a continuous vertical climb."

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White men in 50s with no online education experience most likely to teach MOOCs, Study Shows

White men in 50s with no online education experience most likely to teach MOOCs, Study Shows | learner driven | Scoop.it

Summary from Academia Top Ten - Wednesday, October 28, 2015

White men in 50s with no online education experience most likely to teach MOOCs

"The average instructor of a massive open online course (MOOC) is most likely to be a white male in his 50s with two decades of experience in academia but none in online education, according to a recent study from Indiana University and the University of North Carolina at Chapel Hill. The survey took place in the spring and summer of 2014 and looked at 707 instructors who taught online courses through edX and Coursera. Out of a total of 162 respondents, 64% said they were male, and 74% said they were white. About two-thirds of the respondents, or 67%, said the MOOC was the first time they had taught an online course."

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An Open Letter to Sherry Turkle On MOOCs and Online Learning | Technology and Learning | Inside Higher Ed

An Open Letter to Sherry Turkle On MOOCs and Online Learning | Technology and Learning | Inside Higher Ed | learner driven | Scoop.it

Dear Dr. Turkle,

I am writing this open letter to you after reading your chapter on Education in your important, indispensable, and beautifully written new book Reclaiming Conversation: The Power of Talk in a Digital Age.  

In the spirit of your wonderful and generous book, I’d like to offer my critique as aninvitation to conversation... 

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Colleges Ontario - New eCampus Ontario portal helps more students pursue college education

Colleges Ontario - New eCampus Ontario portal helps more students pursue college education | learner driven | Scoop.it
(TORONTO, Oct. 8, 2015) – More people will have access to online college courses that prepare them for meaningful careers through the new eCampus Ontario portal that officially launched today.
 
“This builds on the college system’s strong network of online courses and programs,” said Bill Summers, the vice-president of research and policy at Colleges Ontario. “The expanded access to the colleges’ broad range of professional and technical courses will help produce a more highly qualified workforce.”
 
eCampusOntario.ca was formally launched today by Training, Colleges and Universities Minister Reza Moridi. It has been created as a new portal for learners looking to find online college and university courses and programs. The first phase of the portal includes a searchable catalogue of more than 13,000 online courses, registration information and more.
 
The new web-based portal will allow users to:
• Search high-quality online courses available that are widely recognized for credit across the post-secondary sector.
• Explore information about course transferability.
• Access resources and supports.
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Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom

Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom | learner driven | Scoop.it

Summary from Academica Top Ten - Thursday, September 24, 2015

"Flipped classroom improves exam performance, says study

A new study from Yale University and the University of Massachusetts at Amherst has investigated the effects of active learning environments on student exam performance. The five-year study found that reassigning over half of the lecture material for a physical chemistry course as pre-class homework and increasing in-class problem-solving activities resulted in an increase of approximately 12% on students' exams. Students in this "flipped" class also completed more homework with fewer errors. The most pronounced positive effects were noticed in women and in students with low grade point averages."

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5 massive MOOC lessons learned by colleges and universities - eCampus News

5 massive MOOC lessons learned by colleges and universities - eCampus News | learner driven | Scoop.it
Recent best practices and research from adventurous, innovative colleges and universities yield 5 takeaways about MOOC implementation.

 

Summary from Academica Top Ten - Friday, August 14, 2015

"Five key MOOC lessons on access, cost, and more

A new article in eCampusNews summarizes the five key lessons the world has learned from MOOCs over the last few months. First, MOOCs may be more expensive to develop than was previously realized. Second, attention must be paid to issues of access, which means not only the “mere opportunity” to enrol in a course but also the chance to truly learn. Third, MOOCs are going mobile, using techniques like “EdCasting” to push course content directly to students’ devices. Fourth, MOOCs are an “art form” that requires attention to be paid to the visual presentation of the material, not just the material itself. Finally,eCampusNews reaffirms that MOOCs are just one of the many tools in the educational toolbox."

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Four Ways Universities Make Money From Online Courses (EdSurge News)

Four Ways Universities Make Money From Online Courses (EdSurge News) | learner driven | Scoop.it

"HOW UNIVERSITIES PROFIT FROM MOOCS: “How do MOOCs make money?” is a question often directed to companies like Coursera and edX that help deliver them. But the query is just as appropriate for universities as they decide whether they want to join the MOOC-wagon. After all, is it worth it?"

 

Summary from Academica Top Ten - Thursday July 16, 2014

New report examines financial feasibility of university MOOCs

"A recent white paper from Extension Engine investigates whether it isfinancially feasible for universities to follow private companies like Coursera and edX in an attempt to offer monetized MOOCs. Based on a survey of 136 US colleges and universities, the white paper proposes four revenue models by which universities might offer sustainable MOOCs. The most popular of these models was the for-credit online course that students pay for, which 71% of surveyed schools reported using. 58% of institutions reported pursuing grant money to support research in online pedagogy through MOOCs, but the report found that investments associated with this strategy often went unrecovered."

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Students in Free Courses Study, but Not as Much as Most Students Do – Wired Campus - Blogs - The Chronicle of Higher Education

Students in Free Courses Study, but Not as Much as Most Students Do – Wired Campus - Blogs - The Chronicle of Higher Education | learner driven | Scoop.it

Summary from Academica Top Ten - Wednesday 17 June 2015:

Students in free online courses study less than traditional studentsA new survey of more than 4,500 MOOC participants indicates that students in free online courses don’t spend as much time on their homework as traditional PSE students. More than 55% of students taking free courses said that they studied for two to five hours each week, while 22% said they studied for six to 10 hours. In comparison, 43% of first-year US college students responding to a 2014 survey said they spent more than six hours per week studying. However, some have called into question the value of the data. Justin Roach, a Harvard University researcher who focuses on online education, noted that students who complete surveys about MOOCs may not be typical of most students enrolled in online courses. 

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Critics see mismatch between Coursera's mission, business model

Critics see mismatch between Coursera's mission, business model | learner driven | Scoop.it
Coursera's decision to charge learners in some massive open online courses up front -- viewed by some as inevitable -- has critics asking if the MOOC provider is diverging from its mission of universal access.

 

From Academica Top Ten - Monday, February 1, 2016

Will MOOCs lose their openness?

Cracks might be showing in the “Open” aspect of Massive Open Online Courses (MOOCs), reports Inside Higher Ed. The article goes on to explore how one of the world’s primary MOOC providers, Coursera, is currently altering its business model to make its online offerings more financially viable. Last week, the company introduced dozens of new courses called “Specializations,” which range from creative writing to career brand management. But unlike earlier courses offered by the company, these come with a new “barrier to enrollment.” A new course offered through the University of Michigan, for example, charges $79 up front for the first five courses of a Specialization or $474 for the entire program. Until now, Coursera users have been presented with free and paid options, with the paid options offering the possibility of a credential upon completing the course. This new trend, however, suggests that Coursera is open to the idea of eliminating the free and open part of some courses, according to Inside Higher Ed.

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5 important revelations from first year online learners - eCampus News

5 important revelations from first year online learners - eCampus News | learner driven | Scoop.it
New research delves into the personal experiences of first year online learners in an effort to understand low retention rates.

 

"Despite a record number of students taking online higher education courses, many of those entering for the first time often have incorrect preconceived notions of online learning’s extreme flexibility—and it’s this notion that may lead to high dropout rates.

This is one of the findings of a new research reportthat aims to explore the dearth in research about what actually happens to first year distance students once they have enrolled in higher education courses."

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Democratizing education? MOOC students from more affluent, better educated neighbourhoods

Democratizing education? MOOC students from more affluent, better educated neighbourhoods | learner driven | Scoop.it
Residents of poor neighborhoods are less likely than those in wealthier ones to enroll in free online courses, a study finds.

 

Summary from Academica Top Ten - Wednesday, December 16, 2015

MOOC students from more affluent, better educated neighbourhoods

People from more affluent and better-educated neighbourhoods are much more likely to enrol in MOOCs than the average American, according to a study recently published in the journal Science. The researchers examined more than 160,000 students who took nearly 70 MOOCs offered by Harvard University or the Massachusetts Institute of Technology. They found that each additional $20 K in neighbourhood median income increased the odds of MOOC participation by 27%. For each year-based increase in neighbourhood average educational attainment, the odds of MOOC participation increased by 69%. “Our findings raise concerns that MOOCs and similar approaches to online learning can exacerbate rather than reduce disparities in educational outcomes related to socioeconomic status,” said the study.

 
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The William and Flora Hewlett Foundation supports the B.C. Open Textbook Project | BCcampus

The William and Flora Hewlett Foundation supports the B.C. Open Textbook Project | BCcampus | learner driven | Scoop.it

BCcampus is the proud recipient of a grant from The William and Flora Hewlett Foundation in the amount of $525, 000 USD over three years to support the Open Textbook Project in British Columbia.

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MOOCs Are Still Rising, at Least in Numbers – Wired Campus - Blogs - The Chronicle of Higher Education

MOOCs Are Still Rising, at Least in Numbers – Wired Campus - Blogs - The Chronicle of Higher Education | learner driven | Scoop.it
When one of the first massive open online courses appeared at Stanford University, 160,000 students enrolled. It was 2011, and fewer than 10 MOOCs existed worldwide.

It has been four years since then, and according to a new report, the cumulative number of MOOCs has reached nearly 4,000.

Compiled earlier this month by Dhawal Shah, founder of the MOOC aggregator Class Central, the report summarizes data on MOOCs from the past four years. And the data show that even as the MOOC hype has started to die down, interest hasn’t tapered off.

The cumulative number of MOOCs didn’t break 100 until the end of 2012. But by the end of 2013 that number had grown to over 800. And today the number of registered MOOC students added in 2015 is nearly equal to the last three years combined.
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A Side Effect of Online Courses: Online Cheating

A Side Effect of Online Courses: Online Cheating | learner driven | Scoop.it

"The growth in courses available on the web has led to a growth in paid services that will impersonate students and do their work for them."

 

"We offer the services of a pool of experienced academic tutors to take classes and complete course work for our clients.”


"It’s conceivable that someone could pay an extra $1,000 a class—to simply hire someone to earn their degree."

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The students are online but are the lecturers? - University World News

The students are online but are the lecturers? - University World News | learner driven | Scoop.it

"While universities and other tertiary institutions increasingly expand their e-learning and online capacities, they often fail to back up the educational technology with adequate lecturer knowledge to deliver it effectively and sustainably.

"A solution to this dilemma was offered at the conference of the International Council for Open and Distance Education – ICDE – by Joy Mighty, associate vice-president for teaching and learning at Carleton University in Canada, in a presentation titled “cuOpen: Building capacity for blended and online teaching and learning in Canadian post-secondary institutions”."

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Flipped classroom improves student experience, short-term grades

Flipped classroom improves student experience, short-term grades | learner driven | Scoop.it

Summary from Academica Top Ten - Thursday, October 15, 2015

 

"The inverted or “flipped” classroom can have a positive impact on student learning experiences and in-class enjoyment, according to a new report from the Higher Education Quality Council of Ontario (HEQCO). The report, titled “The Effects of the Inverted Classroom Approach: Student Behaviours, Perceptions and Learning Outcomes,” found that instructors who switched from “traditional” classroom lecturing to a combination of pre-class activities and in-class applied exercises saw significant improvement in quiz scores and student confidence in analytic problem-solving capabilities. However, only 48% of the students indicated that they preferred the inverted classroom approach to the traditional lecture format, while 36% preferred the traditional approach. There were also no significant differences between the two cohorts in conceptual understanding of course material and only a marginal improvement in final grades for the inverted classroom cohort."

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MOOCs are ideal for filling knowledge gaps | GradHacker | Inside Higher Ed

MOOCs are ideal for filling knowledge gaps | GradHacker | Inside Higher Ed | learner driven | Scoop.it

Summary from Academica Top Ten - Thursday, October 8, 2015

"MOOCs are ideal for filling knowledge gaps

While many people might argue about whether MOOCs will ever provide a successful alternative to traditional university education, MOOCs can without doubt serve as a valuable supplement to this education, writes a contributor forInside Higher Ed. When some students enrol in graduate school, for example, they might need to draw on information they encountered in their first year of undergraduate studies and thus have difficulty remembering. The author argues that in this type of situation, the accessible and unintimidating qualities of MOOCs make them an ideal and cost-effective way of filling in knowledge gaps that do not require enrolment in a traditional university course. The author concludes that perusing MOOC offerings might have the added benefit of “inspir[ing] you to learn about something you’ve never considered.”"

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Research questions whether having women on search committees increases odds of hiring women | InsideHigherEd

Research questions whether having women on search committees increases odds of hiring women | InsideHigherEd | learner driven | Scoop.it

Summary from Academica Top Ten - Friday, August 14, 2015

"More women on promotion committees may not help female faculty, study says

Having more women on promotion and evaluation committees may not actually help outcomes for female faculty, according to a new study being presented at the annual conference of the European Economic Association later this month. The authors analyzed about 300,000 promotion reports from Italy and Spain, covering 100,000 applications by 8,000 evaluators in 200 different disciplines. The study found no evidence to suggest that a greater presence of female evaluators “had a statistically or economically significant positive effect on the chances of success of female candidates.”"

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Foreign students denied work permits over ‘distance learning’ | Toronto Star

Foreign students denied work permits over ‘distance learning’ | Toronto Star | learner driven | Scoop.it
Taking too many online courses at Niagara College means at least 50 students will miss out on the coveted post-graduate work permit.

 

Summary from Academica Top Ten - Monday July 20, 2015

International students at Niagara claim they were denied work permits for taking online courses

"More than 50 Niagara College students have sought legal representation after they were denied Canadian work permits, allegedly because they took online courses as part of their program. Ravi Jain, an immigration lawyer representing the students, says 30 of his clients have already received rejections on their work permit applications since graduating. While international students have received work permits in the past after completing Niagara’s programs, this year they say they are being refused because Citizenship and Immigration Canada considers online courses to be “distance learning.”"

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Ten Characteristics Of A Highly Effective Online Teaching System

Ten Characteristics Of A Highly Effective Online Teaching System | learner driven | Scoop.it
Creating one's online teaching system can be both exciting and daunting. One should certainly know which characteristics make a good online teaching system.
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