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The Doctoral Community Network (DC) is a learner driven, scholarly community designed to help online doctoral learners successfully complete their dissertation and program of study. While digital natives grew up in an environment immersed in technology, digital immigrants adapted to this environment through their ability to learn and adjust to new technologies. With several thousand […]
Third time isn’t necessarily the charm for massive open online course instructors, but through a process of trial and error, some faculty members at Stanford University say their MOOCs are living up to (some of) the potential promised two years ago. Inside Higher Ed Full Article
Dyslexia has an ambivalent relationship with learning technology. Any potential gains may be nullified if the technology is perceived to exacerbate stigma. This paper examines the use of an ‘everyday’ technology, Facebook, by a small group of sixth form students labelled as dyslexic. ‘Levelling the playing field’ is a phrase the participants used often when […]
This study examined predictors of students’ intentions to access face-to-face (f2f) or online options for lectures and tutorials in a buffet-style blended learning 2nd-year psychology statistics course (N = 113; 84% female). Students were aged 18 to 51 years (M = 23.16; SD = 6.80). Practical and technological predictors, along with attitudinal and motivational factors drawn from the expectancy […]
Dennis Tenen, an assistant professor of English and comparative literature at Columbia, has an unusual background for a humanities scholar. An émigré from the former Soviet state of Moldova, he has a doctorate in comparative literature from Harvard as well as a software design prize from his former employer, Microsoft. Now he is using the […]
Communication is an indispensable part of international cooperation and it requires managing different cultures. Being prepared to see and understand different values, trying to understand contrasting views in a consortium, can decrease the potential of misperception which otherwise may act as a real barrier to cooperation. This is why international cooperation necessitates negotiation across cultures. […]
Scientists from five Swedish universities were interviewed about open second cycle education. Research groups and scientists collaborate closely with industry, and the selection of scientists for the study was made in relation to an interest in developing technology-enhanced open education, indicated by applications for funding from the Knowledge Foundation 2013. The study is founded on […]
The NMC and EDUCAUSE Learning Initiative (ELI) jointly released the NMC Horizon Report > 2014 Higher Education Edition at a special session at the ELI Annual Meeting 2014. This eleventh edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact […]
This paper discusses an iAnnotate feedback model used by the authors to comment on written work in first-year writing courses. We aim to show that the use of iAnnotate, like other emergent technologies, mitigated a number of issues that regularly undermine high-quality feedback (such as the time it takes for instructors to write detailed comments […]
In reaction to recent calls for Higher Education institutions to invite students to shape and manage their own educational experiences (McLoughlin & Lee, 2007, 2008), increasing numbers of initiatives are engaging students as partners and co-producers of curriculum content. Positioning students as co-producers has great potential to enable them to innovate, share and form communities […]