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Emergent technologies and communication channels have evolved over time and now offer more connected interactivity between students, their peers, course content, and their instructor. Yet, many who teach in the online environment continue to utilize the traditional forms of communication (such as discussion boards and email). This article explores practical strategies for maximizing interactivity, shares […]
The importance of teachers in online learning is widely acknowledged to effectively support and stimulate learners. With the increasing availability of learning analytics data, online teachers might be able to use learning analytics dashboards to facilitate learners with different learning needs. However, deployment of learning analytics visualisations by teachers also requires buy-in from teachers. Using […]
Teachers face different challenges and opportunities through distance education. We used a combination of quantitative and qualitative approaches to investigate the factors leading in-service science teachers to quit online courses. No differences were found between persistent and drop-out teachers based on their sociodemographic data and their technological skills. The dropout rates were unrelated to courses’ […]
Karen Watts has been teaching adult education classes since 1999. A faculty member at Bellingham Technical College in Washington state, she has taught in both face-to-face and online environments throughout her career. In her online classes, Watts says, she often hears from students who are surprised that the class is “so hard.” Perhaps they weren’t […]
One tell-tale feature that sets a competency-based education (CBE) system apart from a traditional school system is the naming of competencies – specific sets of knowledge, skills, and abilities – that each and every student must master in order to move from one stage to the next. Inherently, this feature can also be one of […]
In a recent survey, nearly nine in 10 faculty members (87 percent) at colleges and universities across the country said they are using either fully online or a mix of online and face-to-face instruction in their courses. That leaves just 13 percent who are still teaching exclusively face-to-face. Campus Technology
Issues relevant to smartphone-supported mobile learning have been extensively discussed and investigated over the past years. Unlike general mobile devices, the advantages of smartphones, such as recording learning and portability, can cross formal and informal education. Smartphones can promote communication between health professionals; however, there is still a lack of systematic analysis of the application […]
For transformation to occur in learning environments and for learners, higher education must first consider how such transformation will occur for the designers and facilitators of learning experiences: the university teachers or educators we call faculty (in the US), instructors, lecturers or professors or, in some instances, university staff. For the purpose of this article, […]
This paper offers a summary of the developments that open learning has gone through, from the stages before e-learning emerged to when it carved out a niche position. It first analyzes how open learning moved through five stages, and identifies the characteristics and dominant technology at each stage. The five stages cover the period from […]
This article explores the key attributes of effective online tertiary educators. Using qualitative research methods, data were collected via semi-structured interviews which were conducted with a small group of university academics in New Zealand and Australia and analysed using an inductive approach and open and closed coding techniques. Results from the analysis identified the following […]
