Posts Tagged ‘Instructional Systems’

Dropout Rates, Student Momentum, and Course Walls: A New Tool for Distance Education Designers

This paper explores a new tool for instructional designers. By calculating and graphing the Student Momentum Indicator (M) for 196 university-level online courses and by employing the constant comparative method within the grounded theory framework, eight distinct graph shapes emerged as meaningful categories of dropout behavior. Several of the graph shapes identified Course Walls, that […]

Penn State World Campus Taps VR for Educating Teachers

A project at Penn State World Campus immersed teachers into a virtual classroom as part of a graduate-level special education course. Students could use a virtual reality headset to watch 360-degree videos or view them as regular videos on YouTube. Campus Technology 

Could Georgia Tech Use Online to Shave Time Off Bachelor’s Degrees?

University uses model from closely observed master’s in computer science on undergraduates for first time, finds notable success and sees path to shaving a year or more off in-person instruction. Inside Higher Ed

Communicating with the Online Student: The Impact of E-Mail Tone on Student Performance and Teacher Evaluations

Students are more commonly completing coursework online and as such many professors teach online courses. Due to the popularity of online courses and the need for professors to teach in a format varying from the traditional classroom setting, it is important to evaluate whether or not certain teaching approaches, such as establishing rapport, should be […]

A Cross-Sectional Study to Describe Academics’ Confidence, Attitudes, and Experience of Online Distance Learning in Higher Education

Previous research, mainly from North America and Asia, has highlighted how many academics in Higher Education Institutions (HEIs) are concerned about the academic integrity of online distance learning (ODL) compared with face-to-face-teaching and its impact on their work and the student learning experience. Far less is known about this topic for HEIs in the UK, […]

Information literacy and informed learning: conceptual innovations for IL research and practice futures

Our paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy, more recently labelled ‘informed learning’. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs […]

Online Microteaching: A Multifaceted Approach to Teacher Professional Development

In this paper, the author proposes that microteaching may be practiced through online media. The core concept of traditional microteaching is that it is a manipulative technique used to facilitate self-reflective and critical thinking processes while teaching. Preliminary research was conducted with elementary teachers who were participating in University Terbuka, Indonesia online microteaching program. A […]

Southern New Hampshire University Selects D2L’s Brightspace as Its New Learning Management System

SNHU will implement Brightspace to modernize and personalize learning and provide a better student experience

Open, Online, and Blended: Transactional Interactions with MOOC Content by Learners in Three Different Course Formats

During the 2013-14 academic year, Harvard University piloted the use of MOOCs as tools for blended learning in select undergraduate and graduate residential and online courses. One of these courses, The Ancient Greek Hero, combined for—credit (Harvard College and Harvard Extension School) and open online (HarvardX) groups into a single online unit, marking the first […]

Communication and Security Issues in Online Education: Student Self-Disclosure in Course Introductions

In designing online and hybrid courses, instructors should consider structure, student motivation, and interaction (per Moore’s 1993 Theory of Transactional Distance). To motivate students to interact and to build course community, instructors may assign student introductions. However, after examining students’ introductions in a hybrid content-design course and an online design course, we noted that students […]