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Archive for the ‘Higher Education’ Category

Cognitive presence through social and teaching presence in communities of inquiry: A correlational–predictive study

This study focuses on the relationships established between the elements that compose the community of inquiry (CoI): cognitive, social, and teaching presence. Using three questionnaires, we analyse the students’ perception of synchronous and asynchronous virtual in text-based communication (chats, forums and emails). Starting from the high correlations found between the three elements, we perform a […]

A Market Enabled

The online program management space is booming. Eduventures, a Boston-based higher education research firm, estimates the market is worth $1.1 billion. The firm this spring surveyed academic leaders at more than 175 colleges and universities to form a picture of the companies known as online program management (OPM) providers, or enablers. Inside Higher Ed

Keeping Up With Competency

Roughly 600 colleges are in the design phase for a new competency-based education program, are actively creating one or already have a program in place. That’s up from an estimated 52 institutions last year. Inside Higher Ed

Examining the Effect of Academic Procrastination on Achievement Using LMS Data in e-Learning

This study aimed to investigate the effect of academic procrastination on e-learning course achievement. Because all of the interactions among students, instructors, and contents in an e-learning environment were automatically recorded in a learning management system (LMS), procrastination such as the delays in weekly scheduled learning and late submission of assignments could be identified from […]

Echoes from the past: Podcasting in the African American studies classroom

Podcasting has been used to deliver lectures in traditional face-to-face, hybrid, and distance-learning classrooms. However, an increasing amount of research has explored the educational benefits of student-created podcasts. Jarvis and Dickie (2010) have noted that podcasting can allow access to deeper modes of learning. In addition to digital literacy skills, podcasting has been shown to […]

Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms

Situated within an informal learning context, this study examines how a group of pre-service teachers in Hong Kong use Facebook and Google Sites on their own initiative to fulfil their academic and socio-emotional needs during their teaching practice. Also included in the study are the motivating and inhibiting factors that influence student online participation. Guided […]

Teaching in an age of ubiquitous computing: A decelerated curriculum

Ubiquitous computing describes the current conditions of our interactive, screen-based habitats where movement between screens has become a defining trope of everyday life. As students and teachers increasingly deploy screen-literacies within the education process where laptops, tablets and mobile phones become the mechanisms by which education is accessed and activated, new ways of thinking about […]

Motivational Design in Information Literacy Instruction

Motivational design theory complements instructional design theory and, when used together, both principles can impact learning, knowledge acquisition, and knowledge retention. In information literacy instruction, motivational design exists throughout the appropriate standards documents. However, there is limited current research on the best practices for using motivation in information literacy or library-based instruction. The existing research […]

A Decade of Critical Information Literacy: A Review of the Literature

As information literacy continues in its centrality to many academic libraries’ missions, a line of inquiry has developed in response to ACRL’s charge to develop information literate citizens. The literature of critical information literacy questions widely held assumptions about information literacy and considers in what ways librarians may encourage students to engage with and act […]

Exploring the factors that affect the intention to use collaborative technologies: The differing perspectives of sequential/global learners

The use of collaborative technologies in learning has received considerable attention in recent years, but few studies to date have examined the factors that affect sequential and global learners’ intention to use such technologies. Previous studies have shown that the learners of different learning styles have different needs for educational technologies. Accordingly, understanding the factors […]