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2019
The future of higher education is one in which adult learners who continue to learn on the job will receive both credit and respect for their informal learning. In this interview Dr. Peter Smith of the University of Maryland Global Campus (UMGC) discusses his life work and new book.
» [Full Article]
TYPE: INTERVIEW
eLearn Magazine had a successful year with an increase in the number of published articles, establishment of a new online system for managing the submission and peer review process, publication of two special issues, and a new partnership.
» [Full Article]
TYPE: OPINION
We argue that, starting from a sophisticated understanding of "digital," we should develop a corresponding notion of "education" suitable to meet the challenges of the ongoing digital transformation. The central task for higher education institutions is to model the complex networks of digital skills (critical thinking, media literacy, cross-cultural competence, etc.) as a foundation for creating contextualized learning scenarios in the disciplines. The crucial success factor is the reunification of the classroom with the real world.
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TYPE: HIGHER EDUCATION
This meta-analysis study examined two broad categories related to student satisfaction: course content and instruction format. A systematic review of the literature using meta-analysis was conducted to both analyze and synthesize data across a large number of studies. The results show that in the higher-education environment, it is essential that both the method of interaction and the content be given purposeful attention during course development and presentation of course curricula. Future research should be aimed at identifying the critical subcomponents of these two categories. Additional research on course design factors in both the online and blended learning environments related to instruction should be conducted.
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TYPE: HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION
Nick Shackleton-Jones' book How People Learn proposes a new model of learning, and implications for design. While the model is questionable--the implications can be derived from more traditional models--the inferred design principles are spot on. This is a good read to think afresh about making learning meaningful.
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REVIEW: LITERATURE,
TYPE: DESIGN FOR LEARNING
Over the past several years, competency-based education has been on the rise for offering vocational education, which prepares people to work in a variety of jobs such as a craft, a trade, or as a technician. However, little progress has taken place and few resources exist that show how to incorporate competency-based education into traditional bachelor's degree programs. The purpose of this article to highlight one university's new approach to transforming global higher education and eLearning with competency-based education. The article provides lessons learned and recommendations for others interested in getting on the higher education transformation bandwagon.
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TYPE: HIGHER EDUCATION
There are two commonly identified obstacles to use of open educational resources (OER) and open educational practices (OEP) in global contexts. These obstacles are awareness and relevant skills. The focus of this article is participant experiences in a cMOOC designed to address these challenges. In June 2018, a group of post-secondary educators engaged in an open course they identified as useful for increasing their awareness and their capacity for finding and using OER.
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TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT
Syrian Virtual University is implementing a hybrid model of learning called VOSE integrating three components: a virtual learning environment consists of online classroom sessions; an open learning environment grouping SVU's intellectual products; and a social learning environment for outclasses activities. A prototype of VOSE is implemented via the "Academic and Professional Support Program" that delivers support to SVU's students. VOSE adopts Web 2.0 technologies, in order to improve Learning experience in an institutionally accredited form.
» [Full Article]
TYPE: HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION
This interview, which is about online teaching, was conducted with Angel Pazurek by Suzan Koseoglu and Aras Bozkurt. Pazurek is a senior lecturer and graduate faculty member in learning technologies at the University of Minnesota. She teaches and works on digital literacy, social media, online teaching and learning design, and research methodologies for learning technologies. In this interview, she discusses her experiences with online teaching by drawing attention to issues such as teaching philosophy and designing for the learner experience.
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TYPE: INTERVIEW
From accommodating multifarious needs, to providing a space for innovation and enquiry, makerspaces in education today serve to facilitate active, student-led enquiry through a room structured for experimentation. Unlike the traditional classroom context where one pedagogical style can have a tendency to predominate, a makerspace possesses the potential to provide multi-sensory engagement for students that anticipates and accommodates their needs, whilst providing real time feedback on reactions to hypothetical scenarios as they occur to allow a student to adapt their responses accordingly.
» [Full Article]
TYPE: HIGHER EDUCATION
Messaging is often used to inform or clarify course content or expectations, remediate or encourage student performance, or to build community. Drawing on research related to best practices in online education and student-teacher interactions, this paper provides a theoretical framework for messaging based on two dimensions: motivation for the message and content of the message. Instructors can use this framework to implement and more precisely target messaging to improve student learning outcomes.
» [Full Article]
TYPE: HIGHER EDUCATION
In this interview, we talked with John M. Keller, a prominent professor emeritus of educational psychology and learning systems at Florida State University, about learning motivation within the paradigm shift in global higher education and eLearning. Dr. Keller explains how technological opportunities in learning environments affect today learners' motivation and volition. He also shares opinions on the obstacles in motivating online learners and motivational challenges facing online instructors.
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TYPE: INTERVIEW, HIGHER EDUCATION
Because universities are moving more of their courses online in an effort to increase their education footprint and institutional impact by distributing to foreign students, many in online learning courses are becoming more diverse. As course designers, this impact should be taken into consideration when analyzing the student audience and designing any course. This article discusses recent trends in the global online audience, reminds us of assumptions made during the design process that may impact the multicultural audience, and provides suggestions for working around those assumptions.
» [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION
Podcasting for education has become increasingly popular in the past decade. This article explores four genres of podcast and how they can be used in online courses. The genres include: The Chat Show, The Narrative, The Tutorial and The Quick Burst. Each genre has its own strengths and weaknesses for supporting student learning, but each can also be employed for different learning tasks. Educators can seek out podcasts from each genre to incorporate in their teaching, or similarly inspire students to create their own podcasts after exploring the features of each genre.
» [Full Article]
TYPE: EMERGING TECHNOLOGIES
As distance education grows, so does the need to ensure student identity and academic integrity. The academic integrity landscape continues to evolve, and universities have deployed a variety of methods to ensure integrity. The Ohio State University used a dual approach to ensure academic integrity across its distance education offerings employing a virtual proctoring solution and faculty education on authentic assessments. A solid foundation was set with this initiative; however, development will continue in order to meet the needs of a changing educational landscape.
» [Full Article]
TYPE: EMERGING TECHNOLOGIES
Relationships, relevance, and rigor, when fully addressed together, can frame best practices that will help to create an active online classroom environment where students may unleash their learning potential. In this article, we offer practical and easy ways to leverage technology to develop positive relationships, demonstrate relevance, and increase rigor in order to create an active online classroom where students are motivated to learn and understand the benefits of working hard and submitting high-quality work.
» [Full Article]
TYPE: HIGHER EDUCATION
What special considerations do practitioners need in order to host equitable, hospitable, synchronous hybrid video conversations, where some participants are together in a room while others join remotely? Presented are intentionally equitable hospitality practices of onsite and virtual facilitators (buddies) that have emerged from experiences in Virtually Connecting, a grassroots movement that holds conversations at education conferences that include remote participants who cannot attend due to financial, social, logistical, health, or other reasons.
» [Full Article]
TYPE: HIGHER EDUCATION
Copyright is a challenging subject area for instructors to ensure compliance with, and discerning it in the fair use of online instruction materials can be daunting. A clear definition of fair use under the Copyright Act and a helpful mnemonic to determine the four factors of it are discussed as well as open educational practices. These contribute to a thought process for instructors to make informed decisions about the use of copyrighted or open education online instruction materials with practical strategies and additional recommended technology tools to help.
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TYPE: HIGHER EDUCATION
This article reports findings on the value of instructor modeling from a study on multiple iterations of the HumanMOOC course. After semi-structured interviews with participants who completed the course, coding, and analysis it was discovered that modeling of technologies and the course design using the community of inquiry (CoI) model were pivotal factors on impact to practice. Learning about the CoI through self-study, with peers, and online lectures, combined with the immersion of the framework in the LMS appears to be an effective combination and contributed to the actual, real-world implementation to the participant's classroom or work.
» [Full Article]
TYPE: HIGHER EDUCATION
Lurkers, non-participating, or minimally-participating members of an online community are a subject of interest to researchers. In the realm of eLearning communities nowhere is this more visible than in MOOCs. In this article we dive into some assumptions made of lurkers, and we advocate for the position that lurking can be a valuable learning approach depending on the learning context.
» [Full Article]
TYPE: HIGHER EDUCATION
The realities of learning are upon us. As learning practitioners, it is tough to keep on top of the emerging technology landscape. In this article, we define augmented, virtual, and mixed reality and provide use cases and context as to how each fits in the learning landscape based on our experience. We also share design considerations and a starting guide for practitioners as they begin to bring the realities into their learning ecosystems.
» [Full Article]
TYPE: OPINION, EMERGING TECHNOLOGIES
This commentary explores paradigm shifts in education; in particular, the shift toward openness in higher education, drawing attention to critical perspectives and current debates related to open online learning and highlighting the importance of pedagogy in these discussions.
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TYPE: HIGHER EDUCATION
The digital knowledge age has changed our world in inexplicable ways, and education is not immune to these changes. In a time when online technologies, networked learning spaces, mobile devices, cloud computing, and many other innovative tools have resulted in a paradigm shift, we need to revisit what is known about the current state of the art in higher education and e-learning. This special issue aims to reflect the changes in global higher education with a special focus on e-learning.
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TYPE: HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION
An infographic is a type of picture that, if done correctly, blends complex data with understandable design. College students today are inundated by visually stimulating screen-based environments. Infographics utilize that environment to enhance the process of summarizing educational material. Data visualization can provide students with multiple dimensions of competency including searching, systematic thinking, and effective interdisciplinary teamwork.
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TYPE: DESIGN FOR LEARNING
#HigherEdScope was a co-hosted Periscope serial about online education that stretched the boundaries of the mobile broadcasting platform, through live sessions co-hosted by the authors. The topics covered were designed to inform online educators and administrators to a range of pedagogy, tools, and strategies. In this article, the authors share their experiences and exploration of live video, including failures and successes, in a professional development context.
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TYPE: HIGHER EDUCATION
The 34th Annual Distance Teaching and Learning Conference featured a unique kickoff thanks to a mindfulness exercise led by Tiffany Guske. In calling all attendees to set an intention for their time at the conference, she helped them establish the foundation for a meaningful and productive experience. This post-conference interview with Tiffany provides a more in-depth look at the concept of mindfulness and specific strategies for applying this approach to our online teaching practice.
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TYPE: INTERVIEW, HIGHER EDUCATION
The growth of online higher education has outpaced residential enrollments for the past six years and adults are a significant population of online learners. While certainly concerns about the efficacy of learning online have not fully gone away, online courses, and often entire online degrees, are now an established part of the contemporary higher education landscape. At the same time, persistence and retention remain important areas of concern for both online learners and the higher education institutions serving them.
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TYPE: HIGHER EDUCATION
Many of today's educators who seek new experiences are considering positions as electronic moderators (e-moderators). However, the transition from overseeing a physical classroom to managing a virtual learning environment can quickly become overwhelming and confusing. With limited supports and training opportunities available, e-moderators can struggle to find a balance between course content delivery and consistent candidate communication. This article has a twofold purpose. It first seeks to define and clarify the e-moderator role, particularly as it relates to online teacher professional development in Ontario. Next, the author outlines six strategies for success, targeting specific areas including setup, planning, time management, online presence and feedback.
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TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT, MANAGEMENT
Learner engagement in any instructional environment, including online, is critical to ensuring meaningful learning outcomes. Researchers discuss engagement as a complex construct consisting of emotional, cognitive, and behavioral domains. In e-learning, student engagement is difficult to achieve. Universal Design for Learning (UDL) is an instructional design framework focused on overcoming barriers to learning and providing learners with multiple ways to engage, receive instruction, and express learning. This framework is based on a premise of variability of all learners and designing learning that is flexible and systematically planned.
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TYPE: DESIGN FOR LEARNING
In this paper, an undergraduate-level online health promotion course is used to illustrate how to incorporate group learning experiences into courses that create productive, engaging, and skill-building environments for learners.
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TYPE: HIGHER EDUCATION
While online higher education learning has increased in availability and popularity, documented best practices have been slow to emerge. One learning practice showing promise is flipped classroom design. Research indicates higher-education flipped classrooms are associated with improved student retention and learner retention of content. With various online practices available to instructors, it is important to choose flipping practices that are supported through research while being attuned to the nature of online learning. Bloom's taxonomy provides a framework for creating active learning opportunities in the online classroom to strive to improve retention of both students and learning.
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TYPE: HIGHER EDUCATION
