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Archive for the ‘Collaborative Learning’ Category

Bridging Distances: Professional Development for Higher Education Faculty through Technology-Facilitated Lesson Study

Higher education faculty benefit from participating in communities of practice focused on developing and improving their own instruction. However, collaborators with common interests are not always located at the same physical location. In this article, we share how participation in a technology-facilitated lesson study provided the means for five higher education faculty across the U.S. […]

23 Months x 22 Scholars: Collaboration, Negotiation, and the Revision of a Position Statement on Technology in English Language Arts

This article explores the writing processes of 22 English education scholars over the course of 23 months, resulting in the 2018 publication of an updated National Council of Teachers of English position statement, Beliefs for Integrating Technology into the English Language Arts Classroom. Through a qualitative approach, authors investigated the ways in which scholars (N […]

Download Report: Future of the Classroom

This report is part of a series on the evolution of K-12 education, mapping out current and emerging trends in classroom education. In collaboration with our research partner, Canvas8, we conducted a global analysis spanning: ● Fourteen expert interviews with global and country-specific thought leaders in education ● Academic literature review focusing on the last […]

Multicultural Learning and Experiences in Design through Collaborative Online International Learning (COIL) Framework

One of the requirements for interior design students by the Council for Interior Design Accreditation (CIDA) is to be “prepared to work in a variety of contexts as well as across geographic, political, social, environmental, cultural, and economic conditions.” To help with this preparation, faculty partners from two institutions- the University of Minnesota Interior Design […]

Re-examining the Construct Validity and Causal Relationships of Teaching, Cognitive and Social Presence in Community of Inquiry Framework

Despite the prevalence of research on the community of inquiry framework and its associated measurement instrument, more research is needed to re-evaluate the factor structure, study the effects of covariates or measurement invariance, and explore the relationships amongst the three presences. Results of this study indicated that (a) teaching, social, and cognitive presence are each […]

Teachers’ First Experiences with Global Projects: Emerging Collaboration and Cultural Awareness

Two cohorts of teachers recently participated in a professional development program focused on incorporating global perspectives and activities into K-12 classrooms using contemporary technologies. One part of this program requires teachers to plan and carry out a global project with an international classroom as a means to introduce them to a host country’s education system […]

“Virtual Learning Environment Faculty Continuing Professional Development – Networked Learning Communities” A Critical Literature Review

This paper presents the results of a small-scale research study examining the professional practice of Virtual Learning Environment (VLE) faculty, who are encouraged to network and learn, establish on-going relationships with both their fellow faculty and those in other institutions, share knowledge, experience, resources and foster good practice for continuing professional development (CPD). It considers […]

Designing Online Curriculum: Program Revisions and Knowledge Exchange

In this article, I focus on the importance of knowledge exchange and knowledge communities to create an online curriculum that moves from individual course design to shared curriculum design. I draw from current discussions on communities of practice, agoras, and knowledge societies, expanding on the notion that knowledge, in order to benefit society, has to […]

Doctoral Faculty Teaching Online: A Qualitative Understanding of Methods to Improve Online Teaching

Digital learning practices and methodologies have become common practice in the 21st century. Sixteen doctoral students participated in a qualitative survey to address how online instructors can improve their online pedagogy. This study’s purpose was to understand online learners’ perceptions about effective and challenging online student collaboration practices. Findings included: (a) online methods that foster […]

The design of an empirical cross-boundary collaborative open learning framework

This paper reports on the design and development of an empirical cross-boundary, collaborative open learning framework for cross-institutional academic development. The framework is one of the key outputs of a phenomenographic study into the lived experience of open learners in two open cross-institutional courses. Data was collected through individual interviews from 22 study participants from […]

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