Professor: My biggest problem with online teaching
Why it is critical for online instructors to acknowledge their assumptions and start each student with a clean slate in the online classroom. eCampus News
Archive for the ‘Teaching’ Category
Open Teaching: a New Way on E-learning?
Open Teaching is currently considered an ambiguous and polysemic concept but has nevertheless become a growing global trend in ICT-based education. To identify key issues on the subject, this article presents a study on Open teaching that combines meta-synthesis and content analysis of research published over the last twenty years in major peer-reviewed databases. Six main analytical categories […]
Higher Education Lecturers’ Lived Experience of Going Public in MOOCs
Academics in higher education are used to having their research publications reviewed and openly scrutinized. Teaching in higher education has traditionally been an individual academic’s activity that has taken place in a closed classroom. However, the introduction of open education, particularly massive open online courses (MOOCs) has challenged this. In MOOCs, lectures are recorded and […]
Lecture-recording technology in higher education: Exploring lecturer and student views across the disciplines
This paper presents findings of an institutional case study investigating how students and lecturers experienced a new opt-out, fully integrated lecture-recording system which enabled audio and presentation screen capture. The study’s focus is on how ‘traditional’ students (generally characterised as young, enrolled full-time and attending classes on campus) engaged with lecture-recording and how lecturers’ experiences […]
Beyond Being There: Practices that Establish Presence, Engage Students and Influence Intellectual Curiosity in a Structured Online Learning Environment
To fully understand teaching presence and its implications for the intellectual climate of an online classroom it is necessary to explore the phenomenon from the perspective of the instructors who experience it. Informed by the theoretical perspective of the Community of Inquiry (CoI) model, the actions, intentions and perceptions of instructors were investigated through a […]
How student teachers engage in blogging international experience in wikispaces? (Full Text in Spanish)
80 student teachers of three universities (from Australia, Chile and England) lived a collaborative working in international virtual group using wikispaces, divided in 17 groups conformed by two students from each university. They resolved the question: what is an effective learning environment for students in our contemporary world? Given five dot points agreed by all […]
Access Is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators’ iPad Integration in Elementary Education Methods Courses
Research indicates that preservice teachers’ understandings of how to integrate technology into their classrooms are dependent upon experience in their university methods courses and in their field placements. These findings place a new responsibility on teacher educators for modeling effective integration of technology into methods courses. This study focused on teacher educators’ integration of technology […]
The New, New Education
Cathy Davidson’s new book is a manifesto on teaching students — and institutions — how to survive and thrive in the digital age. Inside Higher Ed
Social Media in the Classroom: Opportunities, Challenges & Recommendations
The EDUCAUSE Center for Analysis and Research (ECAR) conducts an annual survey of over 250 institutions of higher education, including the University of Washington, examining the technology experiences of undergraduates and faculty. A recent ECAR survey included questions exploring faculty and student perceptions of and experiences with social media as an academic resource. While the ECAR […]
A Curriculum-Linked Professional Development Approach to Support Teachers’ Adoption of Web GIS Tectonics Investigations
A curriculum-linked professional development approach designed to support middle level science teachers’ understandings about tectonics and geospatial pedagogical content knowledge was developed. This approach takes into account limited face-to-face professional development time and instead provides pedagogical support within the design of a Web-based curriculum with extensive teacher support materials. This paper illustrates how curriculum design […]
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