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An intervention is a counseling action an instructor may use to support a student who struggles to work productively in an online writing instruction (OWI) course. Interventions may increase retention and graduation rates at institutions as well as increase student and teacher satisfaction (Allen, Bourhis, Burrell, and Mabry, 2002; Archambault and Crippen, 2009; McCombs, Ufnar, […]
The article adopts a narrative inquiry approach to foreground informal learning and exposes a collection of stories from tutors about how they adapted comfortably to the digital age. We were concerned that despite substantial evidence that bringing about changes in pedagogic practices can be difficult, there is a gap in convincing approaches to help in […]
Transforming a face to face course to a computer mediated format in social foundations (interdisciplinary field in education), while maintaining pedagogical integrity, involves strategic collaboration between instructional technologists and content area experts. This type of planned partnership requires open dialogue and a mutual respect for prior knowledge, expertise and experiences within a multi-disciplinarity context. A.D.D.I.E. […]
Distance learning has become increasingly popular among higher learning institutions, and more academic disciplines, such as mathematics, are now being offered at a distance. This experimental study investigated whether an objectivist-based teaching strategy or a constructivist-based teaching strategy yields greater achievement scores for adult students learning mathematics at a distance. A pretest-posttest control-group design was […]
This qualitative study examined the use of Wikis and blogs among graduate students in an online class that was part of a teacher preparation program in English as a Second Language. Participants included practicing teachers and graduate assistants who represented a variety of learning environments and experiences. The study was framed by a set of […]
In a world of Massive Open Online Courses that enroll tens or hundreds of thousands of “students” at a time and, if one doesn’t seek course credit, currently cost participants nothing, traditional institutions of higher education rightly fear enormous disruption to their revenue models—and to the very ways they educate. CISCO Full Article
University of Maryland University College (UMUC) believes it will be the first university in the Maryland system to let students earn academic credit for taking a massive open online course (MOOC). eCampus News Full Article
This paper reports on an embedded librarian project aimed at providing incoming online graduate students with essential information literacy skills to succeed in an online programme. It describes the design and implementation of the project, the results of pre- and post-instruction surveys of students’ information literacy skills and students’ perceived ability, confidence, and anxiety when […]
Two interrelated studies were undertaken to assist Alberta post-secondary institutions with meeting challenges associated with providing services to diverse distributed students that are of similar quality to services provided to traditional classroom students. The first study identified and assessed best practices in distributed learning; the second refined the focus to students who were identified as […]
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. […]