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What would happen if every residential course was designed in the same way as our best online courses? Last week at the Summit for Online Leadership and Administration + Roundtable I was asked to define learning innovation. My answer came in the form of an equation: Learning Innovation = Residential Education + Online Learning Inside […]
This study aims to apply a sequential analysis to explore the effect of learning motivation on online reading behavioral patterns. The study’s participants consisted of 160 graduate students who were classified into three group types: low reading duration with low motivation, low reading duration with high motivation, and high reading duration based on a second-order […]
Research has shown the importance of goal orientation in predicting academic performance for children, adolescents, and college students in traditional educational settings. Studies on this relationship within adult distance education, however, are lacking. To fill this gap, the present study was conducted to investigate the relationship between goal orientation and academic performance in adult distance […]
Social support and face-to-face learning may enhance outcomes for students who face barriers in accessing Massive Open Online Courses (MOOCs). In this study, we investigated how self-identified volunteer leaders guide and foster interactions among small groups of students who face technical and conceptual barriers in accessing MOOC content. Several months prior to the start of […]
Non-term, direct assessment competency-based education (CBE) represents a significant re-imagining of the structure of higher education. By regulating students’ progress through the program based on their mastery of tightly defined competencies rather than based on the time spent learning them, this learning environment affords students far greater flexibility than traditional programs. This focus on defined […]
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 […]
Student engagement in online learning remains a challenge for the design of effective coursework. Additionally, few analyses have focused on student-produced activities in the online mode nor upon how such class activity affect student sub-groups differently. We conducted a randomized design experiment with student video production at a large public university. Student background and behavior […]
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 […]
The ubiquitousness of social media renders it a potentially powerful tool in higher education. This study explores the use of Twitter as a tool to enhance active learning and improve feedback during large-sized lectures. Students in a final-year undergraduate accounting course at an Australian university engaged in Twitter-based synchronous activities, including answering in-lecture quizzes and […]
This paper offers an overview of general results and of longitudinal aspects of the data collected to date from student populations which generated from the #VLEIreland project. We argue how results shed light on common misconceptions around VLE usage, and what VLEs can offer from a pedagogical perspective. Building on previously published research results; this […]
