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The growing utilization of massive open online courses (MOOCs) is opening opportunities for students worldwide, but the completion rate for MOOCs is low (Liyanagunawardena, Adams, & Williams, 2013). Partners In Health (PIH) implemented a “flipped” MOOC in Rwanda that incorporated in-class sessions to facilitate participant completion. In October 2013, PIH invited its employees, as well […]
Scholarly communication is complex. The clarification of concepts like “academic publication”, “document”, “semantics” and “ontology” facilitates tracking the limitations and benefits of the media of the current publishing system, as well as of a possible alternative medium. In this paper, requirements for such a new medium of scholarly communication, labeled Scholarly Network, have been collected […]
Recent decades have witnessed an increased growth in data generated by information, communication, and technological systems, giving birth to the ‘Big Data’ paradigm. Despite the profusion of raw data being captured by social media platforms, Big Data require specialized skills to parse and analyze — and even with the requisite skills, social media data are […]
In this study, we examine what and how intermediate age students learned from playing in a health-focused game-based digital learning environment, Epidemic. Epidemic is a playful interactive environment designed to deliver factual knowledge, invite critical understanding, and encourage effective self-care practices in dealing with viral contagious diseases, using a social networking interface to integrate both […]
In this study tertiary level curriculum was redesigned to include online and digital components for engaging, motivating, involving and exciting students. An innovative approach is offered that involves students creatively in flexible, adaptable curriculum using cultural and instructional student preferences. Traditional lecture style cultural geography curriculum at the University of Guam (UOG) was redesigned with […]
This article describes a small-scale study that explored the relationship between the pedagogical practices characterised as “open” and the existing model of undergraduate teaching and learning at a large research-intensive university (RIU). The aim was to determine the factors that might enable (conversely impede) the greater uptake of open educational resources (OER) in universities of […]
In 2020 it will be a requirement that Danish primary school teachers have a bachelor degree in the subjects they teach. More than 10,000 teachers, who for many years have taught a course without being formally qualified, need professional development and therefore municipalities ask for new concepts for in-service training. There is a need for […]
The fourth edition of the National Education Policy Center’s annual report on online and blended learning schools provides a detailed overview and inventory of full-time virtual schools and blended learning schools, also called hybrid schools. Little rigorous research has examined their inner workings, but evidence indicates that students differ from those in traditional public schools, and […]
The microblogging service Twitter offers a platform that social studies educators increasingly use for professional development, communication, and class activities, but to what ends? The authors drew on Deweyan conceptions of participatory learning and citizenship aims of the field as lenses through which to consider social media activities. To determine how and why social studies […]
Australian higher education has adopted a widening participation agenda with a focus on the participation of disadvantaged students, particularly those from low socioeconomic status (LSES) backgrounds. As these students begin to enter university in greater number and proportion than ever before, there is increasing interest in how best to facilitate their success. A recent national […]
