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Proponents of adaptive learning (AL) technology tout its great value as being its ability to create student-centered classrooms in their most individualized form, shy of limiting the student-to-teacher ratio to 5:1 or less. AL does this by customizing learning based on the knowledge each student brings to the course. While this personalization benefit is certainly […]
Getting faculty on board with active learning is key to improving student outcomes, and incorporating these learning strategies requires buy-in from both instructors and students. EDUCAUSE Review
Massive Open Online Courses (MOOCs) are one of the most innovative forms of online instruction delivered to learners of different language, cultural and educational backgrounds around the world. These multicultural learners have diverse communication styles, learning behaviors and needs that are manifested and demonstrated differently in such a large scale online learning environment as MOOCs. […]
A research and development project was undertaken to document, analyze and report the effects of implementing a free/open educational resources (OER) initiative within Sullivan University’s College of Business Administration. The project involved the redesign of courses using no-cost textbooks and other educational resources, in place of resources costing students hundreds of dollars per course. Quantitative […]
Systemic functional linguistics (SFL) theory focuses on developing language learners’ meta-linguistic understanding of the interrelation among linguistic form (grammar/vocabulary), meaning, and context. Guided by SFL when using a mandatory textbook and open educational resources, this study investigates how exposure to this blended teaching and learning context may impact English-as-a-foreign-language (EFL) learners’ adjustment to materials used […]
The purpose of this study was to examine effective design practices for online courses in the science, technology, engineering, and mathematics (STEM) fields at a large four-year public university in southeastern United States. Our research questions addressed the influence of online design practices on students’ perception of learning and learning satisfaction. An online survey was […]
In an effort to characterize perceptions of learning community and engagement in relation to success for underrepresented populations of online learners at a public institution in southeastern United States, a survey was conducted in Spring 2016. The results of the survey were paired with institutional data to create a baseline engagement and learning community profile […]
Authentic field experiences are an important aspect of most teacher education programs, yet collaboration often is difficult because of distance and limited resources. This collective case study aimed to explore the experiences of 30 ninth-grade English language arts (ELA) students and 17 preservice English education teachers as they collaborated in a digital Third Space on […]
To better understand the impacts of participatory design in English language arts teacher education, this critical case study focuses on the National Writing Project’s Connected Learning Massive, Open, Online Collaboration (CLMOOC) that engaged educators in playing with the connected learning framework. The authors draw from 5 years of interaction data to question “open” as a […]
Virtual Learning Environments (VLEs) are important infrastructure and digital educational spaces that are widely used. The lecturers’ voices on VLEs and their use were not adequately captured in the #VLEIreland project. Therefore, following the development and piloting of a questionnaire consisting of a common set of questions, lecturers were surveyed across seven Irish higher education […]