Flipped classroom survey highlights benefits and challenges
The flipped classroom continues to gain attention, but how is it actually working in practice? Faculty Focus, an online publication that focuses on effective teaching strategies for university classrooms, recently conducted a survey with its readers, asking them what they thought the term flipped classroom meant, if they had used a flipped classroom approach in their courses, how they were using it, and what benefits it offered for their students.
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Video and online learning: Critical reflections and findings from the field
Videos are increasingly being used in MOOCs courses as well as in the classroom, however there is still a limited amount of research on the use of video in teaching and learning.
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MOOC professors’ agency in the face of disruption
Unlike the approaches that prescribe how faculty should engage with digital and open teaching and learning, this EDUCAUSE report describes Stanford University’s approach to supporting MOOCs that focuses on faculty engagement and empowerment.
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Letter to President Obama calling for OER policy commitment
On August 4, 2015, a coalition of education, library, technology, public interest and legal organizations sent a letter to President Obama. “To ensure that the value of educational materials created with federal funds is maximized,” the letter reads, “We call upon the President to issue a strong Administration policy to ensure that they are made available to the public as Open Educational Resources to freely use, share, and build upon.”
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Student and faculty perceptions of telepresence courses
In this report, three researchers from Minnesota State University surveyed faculty and students about their perceptions on teaching and learning with remote learners in a telepresence enhanced classroom.
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Emerging patterns in MOOCs: Learners, course designs and directions
This paper from the University of Edinburgh reviews data and analysis of learners taking Edinburgh MOOCs, including information about participation rates, learner goals and aspirations in taking these MOOCs, and considers the role that MOOCs play in the overall learning ecology at the university.
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Digging deeper into learners’ experiences in MOOCs: Participation in social networks outside of MOOCs, notetaking and contexts surrounding content consumption
This paper published in the British Journal of Educational Technology considers the limitations of depending on data mining of log files or clickstream data from within a MOOC platform to construct understandings of learner activities in open courses.
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Online students develop marketable professional skills
Two researchers at Columbia University surveyed 188 Master of Social Work students about the professional skills goals they hoped to achieve while completing online coursework at Columbia's School of Social Work.
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Cross-disciplinary collaborative course design: Successes and challenges from an implementation at OCAD University
The Higher Education Quality Council of Ontario recently released a report that looked at cross-disciplinary faculty who collaboratively designed and delivered online professional practice modules for use in the Faculty of Design at the Ontario College of Art and Design (OCAD).
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Pitfalls and potential: Lessons from HEQCO-funded research on technology-enhanced instruction
The Higher Education Quality Council of Ontario (HEQCO) recently released a report that reviews the findings of 13 projects funded through the council and attempts to discern evidence of impact of technology-enhanced instruction.
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