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Alison Asquith, 82, has just completed her PhD and, despite great obstacles, wants older people to know it’s not too late.
Via Peter Mellow
Open online education experiences persistently high dropout rates, and the efficacy of dropout interventions has been questioned. Despite considerable research, dropout reasons are not fully understood, and further in-depth investigation has been called for. Prior qualitative retention studies have frequently relied on smaller samples that are unable to generate deeper appreciation of dropout reasons. Over 200 in-depth interviews were therefore conducted with students that had dropped out of open online education. The probability-based qualitative sample facilitated capture of subthemes down to a 5% incidence level or frequency of occurrence. Thematic analysis revealed 41 subthemes within 10 broad dropout reasons. While the broad dropout themes have been identified previously, the subthemes are new and provide richer understanding. This study also captured students' suggestions for what might have prevented their dropout. Thematic analysis identified 19 subthemes within 5 broad intervention themes that respond to the root dropout causes. Many intervention subthemes address personal and learner context dropout factors that have often been considered uncontrollable and unavoidable. This paper therefore redefines dropout in open online education and offers new insights for improving retention. It also provides a strategic framework for evaluating dropouts and prioritising student-informed interventions that respond to the main dropout causes.
Via Peter Mellow
This report draws on the insights of a small panel of higher education teaching and learning experts to describe an optimized future for hybrid learni
Via Peter Mellow, juandoming
According to a recent Educause survey, the number of students expressing preferences for courses that are mostly or completely online has increased 220% since the onset of the pandemic, from 9% in 2020 (before March 11) to 29% in 2022.
Via Peter Mellow
This article reflects on current practices and directions for digital transformation through a framework that supports the strategic responses and str
Via Peter Mellow
A blended video studio and faculty office space elevates the online teaching and learning experience for instructors and students at Texas State Unive
Via Peter Mellow
CT asks D2L CEO John Baker how today's LMS is getting smarter, and about the opportunities AI, machine learning, predictive analytics, and related technologies are presenting in the LMS marketplace.
Via Peter Mellow
A rubric can be an invaluable aid in evaluating how well technologies support active learning.
Via Peter Mellow
In 2015 I converted my introductory astronomy course ASTR1001 into a set of MOOCs (Massive Open Online Courses) and released them for free to everyone in the world. They have been running ever since to rave reviews and have been taken by 400,000 plus students: more than the ANU has graduated in its entire history.
But the real surprise was when we offered a version of these MOOCs to our on-campus students. I hadn’t imagined that any on-campus student would want to take a purely online course. But, in fact, our enrolment increased eightfold, and the SELT evaluations were spectacular. Why? Partly because these online courses are self-paced and asynchronous i.e. students can watch the videos and do the homework to their own schedule. This is valuable to students who need to support themselves by working. It also means that we can offer these courses multiple times per year – including the winter/summer semesters; popular sessions for students who need to replace a failed unit or catch up on underloading.
Via Peter Mellow
As higher education institutions turn to technology to meet the needs of teaching and learning in a post-pandemic world, knowing how to efficiently and effectively introduce new approaches — and learning how to recover from mistakes along the way — will be an increasingly valuable skill.
Via Peter Mellow
Blending the best of face-to-face instruction with the flexibility of online learning can enhance the higher ed experience for all types of learners, lower the cost of a degree and better prepare students for the workforce.
Via Peter Mellow
A tweet by Brian Lamb today reminded me of a blog post that’s been gestating for a while and that I really ought to try get out of my head, if only for my own sanity. Trigger Warning: It migh…
Via Peter Mellow
I often hear and read about how essential it is to offer students choice in how they consume lectures. The argument states that in modern higher education settings choice is everything: students should have a choice to either watch lectures live in a face-to-face setting, or to watch them live-streamed on a device from anywhere…
Via Peter Mellow
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In our annual ritual, we pored over hundreds of educational studies and pulled out the most impactful—from a new study on the sneaky power of sketchnotes to research that linked relationships and rigor. ... @media print { .ms-editor-squiggler { display:none !important; } } .ms-editor-squiggler { all: initial; display: block !important; height: 0px !important; width: 0px !important; }
Via Alenka Andrin
Using examples skillfully and appropriately to illustrate complex ideas and procedures is integral to great teaching, no matter what discipline we're talking about. In math, examples help to demystify the steps that mathematicians take to solve problems. In foreign language class, examples help to bring permanence to sentence constructions that are slippery and transient if…
Via Peter Mellow
IT executives must look beyond cost savings to new forms of operational excellence and seek technologies that can help them optimize resilience, scale industry-specific solutions and product delivery, and pioneer new forms of engagement, according to the 10 top strategic technology trends for 2023 unveiled at Gartner’s IT Symposium/Xpo 2022.
These include multiple forms of wireless, artificial intelligence, and sustainability, according to Frances Karamouzis, distinguished vice president and analyst at Gartner, and external events are making IT pros’ decisions about them even more difficult. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=Education
Via Edumorfosis, Gust MEES
Technology isn't the answer, it's a medium to provide scalable individualized instruction. The biggest flaw is our lack of experience and skill in designing individualized instruction.
Via Peter Mellow
The annual Student Experience Survey is a litmus test of student engagement, satisfaction and educational quality. But the survey’s categories of study no longer match the post-COVID experience.
Via Peter Mellow
Isolation and distraction are among the downsides of remote learning, even after two years of “panic-gogy”, which makes intentional online design and student support as important as ever
Via Peter Mellow, juandoming
CT asks D2L CEO John Baker how today's LMS is getting smarter, and about the opportunities AI, machine learning, predictive analytics, and related technologies are presenting in the LMS marketplace.
Via Peter Mellow
Conclusion
For me, this is a touchstone issue. The fact that it has persisted for so long is a damning indictment on our professions, practices and professional bodies. Learning styles do not exist - let me repeat – learning styles do not exist. To believe in learning styles is to believe that the sun goes round the earth or that the earth is flat. It’s an intuition gone bad – a fail. Worse still, is to apply this theory in practice. If you categorise children as VAK or adults to Honey and Mumford or any of the other dozens of learning styles theories, and yes there are dozens, you’re doing learners a disservice. You may even be ruining their education.
Evidence
We have 35 years of evidence against learning styles. This includes individual studies, systematic reviews and books. People like Pedro de Bruyckere, Wil Thalheimer and I have been talking about this for decades. Chapter 1 of Pedro de Bruyckere’s book ‘Urban Myths’ is an excellent summary of the research. A critique of Fleming’s VAK can be found here and a critique of Honey and Mumford’s theory can be found here.
Via Peter Mellow
Constructivism is a learning theory that claims that knowledge construction and meaning-making happens through social interaction and collaboration.
Via Peter Mellow
A tweet by Brian Lamb today reminded me of a blog post that’s been gestating for a while and that I really ought to try get out of my head, if only for my own sanity. Trigger Warning: It migh…
Via Peter Mellow
Collaborative classrooms create opportunities for students to find commonalities across their experiences. How can they be used effectively for hybrid learning?
Via Peter Mellow, juandoming
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