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This paper provides the rationale and framework for the blended advising model, a coherent approach to fusing technology—particularly the ePortfolio—into advising. The proposed term, “blended advising,” is based on blended learning theory and incorporates the deliberate use of the strengths from both face-to-face and online environments, as well as synchronous and asynchronous technologies and interactions. […]
Anonymous surveys can be a valuable tool to gather information from students regarding their perceptions of their own learning styles and progress, of an instructor’s teaching styles, assignments, tests, and of other aspects of the learning environment. Some course-management software systems provide a built-in capacity to administer ananonymous survey, but not all do, and not […]
In recent years, there has been an increasing focus on student engagement (e.g., Pike & Kuh, 2009; Porter, 2009). Student engagement occurs when “students make a psychological investment in learning. They try hard to learn what school offers. “They take pride not simply in earning the formal indicators of success (grades), but in understanding the […]
This article describes how teachers can use virtual environments to teach synchronous online classes. Virtual online environments offer a potential tool for supplying rich, synchronous online communication that comes close to mimicking the traditional classroom environment. Virtual environments feature detailed, 3-D settings within which users, represented by avatars, can explore and interact. While many online […]
As the use of computer-based science simulations in educational environments grows, so too does the need for research on productive use of simulations. This paper presents ways to create effective assignments that accompany an interactive simulation in a variety of educational environments. A framework that supports the creation of assignments with simulations in any environment […]
A survey of teachers who instruct American middle and high school students finds that digital technologies are impacting student writing in myriad ways and there are significant advantages from tech-based learning. Pew Internet & American Life Project Download Report
BLOOMINGTON, Ind. — Even though schools are cutting back on arts education, young people are following their artistic passions outside of traditional programs, fueled by new technologies that enable them to create and share art, according to a new report commissioned by The Wallace Foundation. Indiana University Full Article and Report
Critical to maximizing the potential of technology for learning is enhancing language learners’ self-directed use of technology for learning purposes. This study aimed to enhance our understanding of the determinants of self-directed technology use through the construction of a structural equation modelling (SEM) framework of factors and interactions that determine students’ self-directed use of technology […]
This paper explores the feasibility of an automated, online form of L2 strategy instruction (SI) as an alternative to conventional, classroom-based forms that rely primarily on teachers. Feasibility was evaluated by studying the effectiveness, both actual and perceived, of a five-week, online SI course designed to teach web-based dictionary skills integrated with knowledge of lexical […]
This study investigates L2 attainment in asynchronous online environments, specifically possible relationships among anonymity, L2 motivation, participation in discussions, quality of L2 production, and success in L2 vocabulary learning. It examines, in asynchronous discussions, (a) if participation and (b) motivation contribute to L2 vocabulary learning, (c) if motivation is related to level of participation in […]