Instructional Systems | Distance-Educator.com - Part 88 Distance-Educator.com

Posts Tagged ‘Instructional Systems’

Evaluation of an informatics educational intervention to enhance informatics competence among baccalaureate nursing students

Concerns around quality of care and patient safety have been key drivers behind the increased interest in improving informatics competencies among health care providers. The purpose of this study was to develop an informatics educational intervention for baccalaureate nursing students and compare outcomes associated with vodcasting and face-to-face methods for delivering this material. Following a […]

Making connections: technological interventions to support students in using, and tutors in creating, assessment feedback

This paper explores the potential of technology to enhance the assessment and feedback process for both staff and students. The ‘Making Connections’ project aimed to better understand the connections that students make between the feedback that they receive and future assignments, and explored whether technology can help them in this activity. The project interviewed 10 […]

Affordable Learning at Scale With OER

Open educational resources free students and faculty from the tyranny of the textbook. Here’s how to encourage large-scale adoption. Campus Technology

What’s Happening in ‘Their Space’? Exploring the Borders of Formal and Informal Learning with Undergraduate Students of Education in the Age of Mobile Technologies

The changing nature of teaching and learning in an age of accessible technologies provides challenges and opportunities for the design of learning events. Working with a sample of undergraduate students of education in one UK higher education institution we use an exploratory, qualitative approach to investigate students’ spontaneous uses of their mobile devices in their […]

Continuously Improving Online Course Design using the Plan-Do-Study-Act Cycle

Plan-Do-Study-Act (PDSA) is a continuous improvement process that can be used to inform practice in online education. This article describes how the PDSA cycle was used to enhance a new online health policy course in an accelerated online Registered Nurse- to-Bachelor of Science (RN-BS) program at one Southeastern University. A goal of course development and […]

Can Using Individual Online Interactive Activities Enhance Exam Results?

It has been suggested that the use of active learning instructional strategies, both in traditional face-to-face classrooms as well as online courses, enhances learning and results in better learning outcomes. Recently, an asynchronous online Principles of Marketing course offered by a large, public Midwestern university was revised to include the use of a publisher’s individual […]

Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement

Massive Open Online Courses (MOOCs) came to prominence with Open Educational Resources Movement (OERM). It was based upon the idea of libre in removal of some permission barriers and gratis in removing the price barrier (Suber, 2008) in learning resources. In line with the theoretical underpinnings of OERM, MOOCs embody primary characteristics of connectivist pedagogy […]

Access Online Learning VOLUME 19, ISSUE 4 – SEPTEMBER 2015

Section One: Best Papers Presented at the OLC 20th International Conference on Online Learning Section Two: Faculty Attitudes and Student Engagement Online Learning Consortium

First year university student engagement using digital curation and career goal setting

he engagement of students is one of the most pressing issues facing higher education in the 21st century. Around the world, participation rates in tertiary education are on the rise and one of the key challenges facing educators is finding ways to engage these students. We present the results of a project that assesses the […]

Supporting Distance Learners: Making Practice More Effective

This paper reports on a qualitative evaluation of the postgraduate courses offered by distance in one university department. The types and amount of support provided to students was evaluated and compared with Simpson’s (2008a) Proactive Motivational Support model (PaMS). While students were largely satisfied with the support they received during their studies, their perceptions of […]