Archive for the ‘Faculty’ Category

Avoiding Unforced Errors in Online Courses

Working from a checklist of best practices can help medical teams care for their patients better. A similar approach might help professors (and the professionals they work with) support students better, Penelope Adams Moon writes. Inside Higher Ed

Evidence-Based Learning: Futures Using learning design and learning analytics to empower teachers to meet students’ diverse needs

With the introduction of learning design in early 2000 and learning analytics in 2012, the OU has led the way in how teachers make complex decisions to design interactive courses, and how students can maximise their learning potential. The next obvious steps would be to include AI, personalisation, and student-led learn- ing analytics to provide […]

Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

This study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most respondents indicating […]

Stories of Plagiarism, Theories of Writing: How Public Access of Plagiarism Reveal Circulating Theories of Writing

Rhetoric and Writing Studies have long attempted to bend plagiarism complaints toward theories of writing and learning. Media coverage and institutional discourse, on the other hand, continue framing plagiarism as an isolated, individual problem (Adler-Kassner, Anson, & Howard, 2008). And so we find plagiarism exhaustively covered and still exhausting. Given decades of stalemate, one could […]

Marking aids top score on teachers’ edtech wish list

A new survey has revealed that, when asked to choose in which field of edtech teachers would most like to see investment, nothing outranks aids to reduce marking time. Educational Technology

Examining lived experiences in a professional development program for online teaching: A hermeneutic phenomenological approach

The increased number of courses taught in an online environment has led to more teachers in need of professional development for online or blended teaching. Although various professional development programs have been scrutinised, only a few studies integrate the feelings of teachers during their professional development process. Teachers’ feelings form an inherent part of their […]

Teachers’ Adoption of Open Educational Resources in Higher Education

Open Educational Resources (OER) have the potential to change the domain of higher education; however, adoption is still limited. As teachers are the pivotal actors to adopt OER, more insights are needed on their practices with OER and need of support. This exploratory study uses the OER Adoption Pyramid as a framework to analyse adoption […]

Higher Education Faculty Desire to Implement Digital Tools: A Follow-Up Study

While online learning and the utilization of digital technologies in higher education continues to be an important part of future plans for higher education course opportunities, some higher education faculty experience barriers to this implementation. These barriers can vary from institutional factors to personal characteristics. Utilizing survey data from the 2015 Ithaka S+R faculty survey […]

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. […]

Download Report: 2019 Survey of Faculty Attitudes on Technology“ Embrace”

Inside Higher Ed‘s 2019 Survey of Faculty Attitudes on Technology “Embrace” is probably too strong. “Acquiescence” suggests too much passivity. Whatever word you choose, though, the data indicate that American faculty members — whether grudgingly or enthusiastically — are increasingly participating in and, to a lesser extent, accepting the validity of online education. Inside Higher […]