Archive for the ‘Elearning’ Category

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The Teacher as Leader: Effect of Teaching Behaviors on Class Community and Agreement

This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders’ effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and agreement about the […]

Google Begins Selling Textbooks Through Play Store

With little fanfare, Google began offering electronic textbooks for rent or purchase on its Google Play store on Friday. Included will be books from some of the largest academic-text publishers, including Pearson, Macmillan Higher Education, and Wiley, among others. Wired Campus Full Article

The Coming Online World of the College Drop-In

In a world of Massive Open Online Courses that enroll tens or hundreds of thousands of “students” at a time and, if one doesn’t seek course credit, currently cost participants nothing, traditional institutions of higher education rightly fear enormous disruption to their revenue models—and to the very ways they educate. CISCO Full Article

University of Maryland University College to offer credit for MOOCs

University of Maryland University College (UMUC) believes it will be the first university in the Maryland system to let students earn academic credit for taking a massive open online course (MOOC). eCampus News Full Article

Open Access Gains Major Support in U. of California’s Systemwide Move

After years of discussion, the University of California’s Academic Senate has adopted an open-access policy that will make research articles freely available to the public through eScholarship, California’s open digital repository. The Chronicle of Higher Education Full Article

Information literacy and embedded librarianship in an online graduate programme

This paper reports on an embedded librarian project aimed at providing incoming online graduate students with essential information literacy skills to succeed in an online programme. It describes the design and implementation of the project, the results of pre- and post-instruction surveys of students’ information literacy skills and students’ perceived ability, confidence, and anxiety when […]

Addressing the needs of diverse distributed students

Two interrelated studies were undertaken to assist Alberta post-secondary institutions with meeting challenges associated with providing services to diverse distributed students that are of similar quality to services provided to traditional classroom students. The first study identified and assessed best practices in distributed learning; the second refined the focus to students who were identified as […]

The Blended Advising Model: Transforming Advising with ePortfolios

This paper provides the rationale and framework for the blended advising model, a coherent approach to fusing technology—particularly the ePortfolio—into advising. The proposed term, “blended advising,” is based on blended learning theory and incorporates the deliberate use of the strengths from both face-to-face and online environments, as well as synchronous and asynchronous technologies and interactions. […]

Anonymous surveys can be a valuable tool to gather information from students regarding their perceptions of their own learning styles and progress, of an instructor’s teaching styles, assignments, tests, and of other aspects of the learning environment. Some course-management software systems provide a built-in capacity to administer ananonymous survey, but not all do, and not […]

Strategies for engagement in online courses

In recent years, there has been an increasing focus on student engagement (e.g., Pike & Kuh, 2009; Porter, 2009). Student engagement occurs when “students make a psychological investment in learning. They try hard to learn what school offers. “They take pride not simply in earning the formal indicators of success (grades), but in understanding the […]