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In the last two decades, distance education has grown worldwide and is now established as a reliable educational method. Accompanying this development, questions about low rates of student persistence have come to interest governments, institutions, and university management. This article is based on an original local study at a university in Sweden investigating what it […]
Assessment is an integral part of the learning process. The traditional practice of assessment has changed to meet the need of the contemporary society. In this paper assessment strategies used in Open and Distance Education are discussed and constructive suggestions are given to meet the challenges of assessment. Recently we experience a paradigm shift in […]
The theory of transactional distance has been subjected to a variety of empirical tests and philosophical critiques. Throughout this process, the variable of dialogue has attracted much attention. Although dialogue has proven difficult to measure and define, it is widely regarded as an ideal outcome of the teacher-learner transaction. Considered from a constructivist perspective, dialogue […]
Statistics are often used to reveal significant differences between online and campus-based education. The existence of online courses with low completion rates is often used to justify the inherent inferiority of online education compared to traditional classroom teaching. Our study revealed that this type of conclusion has little substance. We have performed three closely linked […]
The series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This report presents ten innovations that are already in currency but have not yet had a profound influence on education. –Badges to accredit learning –Citizen inquiry –Crowd Learning –Digital scholarship –Geo-learning […]
The purpose of this research study was to investigate if and how digital technologies could be used to support a triad-approach for student assessment in higher education. This triad-approach consisted of self-reflection, peer feedback, and instructor assessment practices in a pre-service teacher education course at a Canadian university. Through online surveys, journal postings, and post-course […]
A Taking Stock Report from Public Agenda Online education holds the promise to increase access and decrease cost of higher education. Yet many community college students and employers remain skeptical about the value of online learning, according to our recent research. “Not Yet Sold” raises important questions for the future of online education, even as […]
Technology plays a crucial role in facilitating collaboration within the scientific community. Cloud-computing applications can be used to model such collaboration and support inquiry within the secondary science classroom. Little is known about pre-service teachers’ beliefs related to the envisioned use of this technology in their teaching. These beliefs may influence future integration. This study […]
With the prevalence of teaching technologies, studies exploring the use of Learning Management Systems (LMS) in university courses highlight the economic and technical issues of LMS adoption. Yet, few studies explore how LMS functions as a pedagogical tool to support teaching and learning. This study examines Chickering and Gamson’s (1987) Seven Principles of Good Practice […]
Personalized Learning is a self-paced, competency-based program with a high level of assessment that producesmore graduates in less time and at a lower cost, since students with developmental deficiencies can take free modules to address those before admission. The student experience allows students to skip lessons they already know and progress more quickly through material with which they have more familiarity, leading to a reduced cost for students […]