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Instructional Technology: Avoiding the Golden Hammer

Special Issue: Instructional Technology in the Online Classroom

By B. Jean Mandernach / December 31, 2018

In this Special Issue of eLearn Magazine, we examine the value and impact of instructional technology for addressing specific challenges faced by educators in the online classroom. With an emphasis on practical utility, authors share technology tools that have aligned effectively with their pedagogical needs to produce positive teaching and learning outcomes. » [Full Article]

Using Multimodal, Asynchronous Discussion Forums in Public (aka: Why My Students Blog)

Special Issue: Instructional Technology in the Online Classroom

By Nicole M. Zumpano / December 31, 2018

Blogging in online courses has advantages for students and the field of education. Read why I require blogging in my technology in education graduate courses. » [Full Article]

Adaptive Hypermedia Content

Special Issue: Instructional Technology in the Online Classroom

By Derek Luch / December 31, 2018

This brief literature review is as an introduction to the adaptive hypermedia possibilities in the education field. As digital learning technology advances and more complex algorithms hosted online, the practical aspects of machine learning may be of interest to practicing educators. » [Full Article]

Asynchronous Video-Based Discussions in the Online Classroom

Special Issue: Instructional Technology in the Online Classroom

By Katrina M. Wehr / December 31, 2018

This article presents a review of research surrounding asynchronous video communication and its impact on social presence in online courses. The author includes a narrative of firsthand experience as an instructional designer implementing asynchronous multimodal discussions, along with a survey of student perspectives as well as the instructor's. Recommendations for improvement in future implementations are also included. » [Full Article]

Screencasting Technology to Increase Engagement in Online Higher Education Courses

Special Issue: Instructional Technology in the Online Classroom

By Shaunna Waltemeyer, Jeff Cranmore / December 31, 2018

This paper reviews screencasting software as a means to establish and maintain student engagement and authentic relationships in higher education virtual classrooms. While student engagement is often a challenge with virtual classrooms new technologies are available that allow teachers to provide audio and video feedback to students. Screencasting software can be used for individual feedback, demonstrations, and modeling. The paper concludes with recommendations for future research. » [Full Article]

Integrating Technology: An innovative approach to improving online discussion boards

Special Issue: Instructional Technology in the Online Classroom

By Frederick R. Kates, Hanadi Hamadi, Malcolm M. Kates, Samantha A. Larson, George Raul Audi / December 31, 2018

As the online education environment continues to grow, the use of online mechanisms for discussion have become important for enhancing the development of a learning community. Changing the way online discussion boards are used today, from teacher-generated prompts to student-created videos, which include a discussion question, may improve the learning experience and engagement. Therefore, there is always more to learn and more to try with instructional technology. » [Full Article]

Learning is Social with Zoom Video Conferencing in your Classroom

Special Issue: Instructional Technology in the Online Classroom

By Jane Sutterlin / December 31, 2018

Zoom has become a robust, indispensable and reliable video conferencing tool for the way we work, teach and learn together. When we create a positive social learning environment with supportive faculty and student relationships, we are able to retain our online students. Zoom connects easily across room systems, desktops and mobile devices to seamlessly bring together our various campus sites and long-distance participants. Utilizing the numerous features of zoom creates an authentic online teaching environment. » [Full Article]

Web Conferencing Supports the Wake Tech High School Equivalency Program

Special Issue: Instructional Technology in the Online Classroom

By Chris Roddenberry, Maria Fister / December 31, 2018

The High School Equivalency Program (HEP) is a national initiative, funded by the U.S. Department of Education that helps migrant workers obtain high school equivalency diplomas. Wake Technical Community College?s HEP program recently transitioned to a fully online model supported by the use of the Adobe Connect web conferencing software, providing immediate benefits to both instructors and students. This paper provides a roadmap for other non-traditional educational programs that want to transition to online environments. » [Full Article]

Learning Efficiency of Video-based Learning

Special Issue: Instructional Technology in the Online Classroom

By Shulong Yan, Emily Baxter / December 31, 2018

What role should video play in online learning? That is the question that learning designers and teaching faculty face more and more when designing online instruction. In this paper we will share what we learned about students' learning experience in a video-based online course. We will propose a new perspective for looking at video as an instructional tool, based on our findings using a qualitative research method. » [Full Article]

Using Flipgrid to Increase Students' Connectedness in an Online Class

Special Issue: Instructional Technology in the Online Classroom

By Michelle Bartlett / December 31, 2018

Flipgrid, a free video discussion forum tool, increases students' perceptions of connectedness in the online classroom. Video discussion forums embedded in an online course can be used in many ways to connect instructors to students, and students to their peers. Embedding a tool that brings voice, tone, and body language to the online classroom strengthens connectedness and can increase civility. » [Full Article]

#teachingwithtwitter: Tweeting to foster online engagement and learning

Special Issue: Instructional Technology in the Online Classroom

By Catherine Honig / December 31, 2018

Research on teaching with Twitter points to a variety of educational benefits to engagement and learning. Tweeting encourages a backchannel discussion of class topics and activities, and it has the potential to expand learning in interesting ways. A constellation of emerging best practices offers helpful guidance for instructors and paves the way for effective implementation in both online and face-to-face courses. » [Full Article]

Using 'Code Words': A simple gamification technique to guide students to instructor personalized resources

Special Issue: Instructional Technology in the Online Classroom

By John Steele, Samia Humphrey / December 31, 2018

The purpose of this article is to offer ideas using a simple gamification technique of the ?code word? to connect students to vital classroom content and or personalized instructor materials. However, there is no value in this material if instructors are unable to guide their students to it. Gamification can provide ways to engage students in seeking out these beneficial resources that can help them be successful in the course. » [Full Article]

Optimizing Feedback Delivery with Text-Expanders

Special Issue: Instructional Technology in the Online Classroom

By Heather Moore / December 31, 2018

This article presents strategies to optimize usage of text-expanders. Online instructors need to deliver high-quality feedback on a high volume of assignments in a short span of time, yet high volume means that feedback delivery can be a repetitive task as students make similar mistakes. When repetitive tasks are combined with time pressure, feedback quality degradation may result. Text-expanders are one possible tool to maintain quality while improving time efficiency. » [Full Article]

Using Texting Tools to Reinforce Communication in the Online Classroom

Special Issue: Instructional Technology in the Online Classroom

By Shelley Evans, Marny Rhodes, Alecia Anderton / December 31, 2018

Texting tools are useful communication tools used by higher education instructors to send short messages to students or guardians. The tool can also be a vehicle for enhancing student engagement and communication by sending reminders, words of encouragement, and other announcements. Some texting tools are accessible to students with disabilities thanks to the voice-to-text feature, highlighted in this article. Challenges to using texting tools are addressed and best practices for implementation are described. » [Full Article]

Standing Out: Online content marketing for online programs

Special Issue: Instructional Technology in the Online Classroom

By Ted Cross, Laura Polk / December 31, 2018

As digital education becomes more accepted by learners and more institutions offer programs online, getting the word out about programs has become increasingly challenging. This paper offers a case study and recommendations for online content marketing of online programs. » [Full Article]

Using Screen Recording Platforms to Increase Instructor Presence in an Online Classroom

Special Issue: Instructional Technology in the Online Classroom

By Seanan Kelly, Charles Banaszewski / December 31, 2018

Recent advances such as video and audio conferencing, online real-time chat and instant messaging features have created synchronous learning opportunities in online classrooms. Use of screen recording tools specifically, provide the ability to make short recordings, which provide a quick and personal way to respond to individuals or groups. Additionally, when utilized for feedback purposes, screen recordings enhance instructor presence in the classroom, provide one-to-one, teacher-student exchanges reducing the virtual distance between instructors and students. » [Full Article]

What Do College Faculty And Businesses Think About Online Education?

By Melissa Andrews / December 3, 2018

Since 1994, student enrollments in online education programs have dramatically increased. As colleges and businesses expand their use of e-learning, it has become more and more important to find cost-effective ways to deliver instruction and training that will meet student and business needs. Perceptions of what constitutes quality programs by faculty members, the community, administrators and businesses all vary making planning for the future even more difficult. Little research in the field also compounds the complexity of knowing which strategy will provide colleges and businesses the quality standards that it requires. This indecision and lack of information is often what leads to poor training practices for online instructors, limited knowledge of program components by hiring managers and biases about student capabilities when comparing an online to traditional programs. » [Full Article]

Culturally Responsive Teaching in the Online Classroom

By Christy M. Rhodes, Steven W. Schmidt / November 30, 2018

The concept of culturally responsive teaching has long been associated with the traditional, face-to-face classroom. However, the growth of distance education has meant that traditional classrooms are being replaced by online courses, and educators who were used to teaching in face-to-face classrooms now find themselves in a very different situation of teaching online. Culturally responsive teaching is important in all classrooms, and it can be done online. This article examines basic principles of culturally responsive teaching in the context of elearning. It focuses on practical ideas for instructors interested in developing their own culturally responsive online teaching skills. » [Full Article]

eLearn Magazine: A retrospective on 2017-2018

By Simone C. O. Conceicao, Anita Samuel / October 12, 2018

eLearn Magazine entered a new period in July 2017. The success of the magazine over this past year has been a team effort. The ultimate goal for this past year was to push the boundaries of eLearning and technology and explore innovations to further the conversation around strategies in eLearning. » [Full Article]

Openness in Education: An Interview with Martin Weller

By Suzan Koseoglu, Aras Bozkurt / September 18, 2018

This interview about openness in education was conducted with Martin Weller by Suzan Koseoglu and Aras Bozkurt. Weller is a Professor of Educational Technology at the Open University (UK) and the president of The Association for Learning Technology. A prominent figure in the move toward opening up education, Weller has published many articles and four books on topics related to open and online education, including The Digital Scholar and The Battle for Open. » [Full Article]

Uncovering the Evidence Behind Common Learning Myths and Misconceptions

By Praveen Krishnamurti / September 12, 2018

In his book Millennials, Goldfish & Other Training Misconceptions?, Dr. Clark Quinn systematically analyzes the most common myths, misconceptions, and superstitions currently prevalent in the theories and practice of adult learning. He presents a compelling case for relying on scientific methodologies while examining eLearning theories and concepts, regardless of the source from which they emanate. » [Full Article]

The Rise of Learning Engineering

By Ellen Wagner, Jodi Lis / August 7, 2018

The Industry Connections Industry Consortium on Learning Engineering (ICICLE) was formed in 2017 by the Institute of Electrical and Electronics Engineers (IEEE) as a community-driven platform across sectors to advocate and support the development of the professional and academic disciplines of learning engineering. This article is an invitation to participate. » [Full Article]

Quality Control Versus Academic Freedom: Walk the line

By Miriam RB Abbott, Jami M. Nininger, Peggy Shaw / July 30, 2018

Colleges incorporate online education using a variety of approaches. For some, there is little oversight applied to course design. At other institutions, instructors manage pre-written courses and serve primarily in a grading role. As online education expands, institutions must develop policies that balance the demands of academic freedom and student-centered design, the latter of which is valued by accreditors. Limited elements of standardization, including course design templates and grading rubrics, can help institutions demonstrate consistency and quality while preserving faculty academic freedom in course content. » [Full Article]

Better Assessment

By Clark Quinn / July 13, 2018

Linda B. Nilson provides the rationale for, and mechanisms to achieve, a better approach to assignments. Utilizing competencies, criteria, and a refocus of ownership, she argues for a systematic change, illustrated with many examples. There has been an ongoing search for criteria to improve assessments, and this is a cogent call about why and how to do it. » [Full Article]

CFISD: A school district banking on technology to forge academic success

By Frankie Jackson, Daniele Loffreda / May 31, 2018

With the proliferation of digital learning technology in the classroom, combined with the bandwidth needs of today's tech dependent Gen Z student, educational networks, which provide the backbone for critical campus Wi-Fi services, are strained all over the country. In order to access bandwidth-intensive digital learning tools and multimedia content that help students reach their full potential, reliable and robust connectivity is required. » [Full Article]

Need a Thought Leader?

By Yvonne Phelps, Heather Welzant / May 11, 2018

This article explores the characteristics of the type of thought leadership needed to drive high quality design and delivery of online/hybrid programs. The thought leaders of today must constantly scan the higher-education environment, as well as the world at large, to look for new and innovative ways to practice effective quality assurance. Further, today's higher education leaders must not only be up to speed on the current quality assurance debate, but they also need to be thought leaders in the disciple of quality assurance. The article includes examples of thought leaders currently paving the way for more innovative and effective practices. » [Full Article]

12 Steps Toward Immersive Learning

By Dov Jacobson / April 19, 2018

Presented is an overview of virtual and augmented reality techniques. This article is tailored for learning professionals who find mixed reality interesting but confusing. Included are a dozen features that differentiate points on the Mixed Reality Spectrum, enabling readers to choose the ones that are best suited for learners. » [Full Article]

South by Southwest 2018: Reflections for e-Learn Magazine

By Alison Carr-Chellman / April 4, 2018

This multimedia article offers some reflections on the South by Southwest 2018 conference for e-Learn Magazine readers/watchers. The South by Southwest conference is held in Austin each spring, and represents the best of the arts and technology melding with high profile speakers such as Bernie Sanders, Melinda Gates, and Bill Hader. This article reviews several days of experiences at SXSW EDU and SXSW including interviews, information from the EDU Playground, and SXSW exposition show floor. » [Full Article]

Implementing Blended Learning the Right Way

By Kevin E. Kessler / March 30, 2018

You may have read the quintessential texts on blended learning, the 'why', the need for disruption, the types of models, etc. However, you've never read a workbook like this. The Blended Course Design Workbook is the most important book any school (or teacher) should own in order to implement blended learning the right way. This book provides steps, checks, and explanations on how to build or improve a blended-learning program. This is not a book of theory or persuasive change, this is a how-to book that needs to be on every shelf of every school. » [Full Article]

Promoting Student Engagement with Smartphone Technology

By Caesar Perkowski, Cortney McLeod / March 26, 2018

This article presents specific, tangible ways that professors can improve the success rate of their hybrid and online courses in rural settings in the state of Georgia, where the student populations are largely lower socio-economic and African-American. The goal is for this project to add to the overall discussion of pedagogical theory, as it relates to online and hybrid education. » [Full Article]

Online Learning: Bridging the Cultural Gaps

By Alia Arafeh / March 2, 2018

The pervasiveness of online education created opportunities for learners across the world to pursue their higher education at accredited universities of their choice. However, this form of education generated several challenges for both educators and learners due to several cultural differences. As the world is a global village, it has become crucial to satisfy the academic and professional needs of these learners who aspire to get the best scholastic aptitude. Yet, there are many benefits of cultural diversity for both educators and learners. The rich examples of the impact of culture on online learning stated throughout "Culture and Online Learning: Global perspectives and research" help understand the effect of cultural differences on creating a successful and effective learning environment, which embraces online students and provides them with the tools to assist their success. » [Full Article]

Four Questions to Ask When Using YouTube in the Classroom

By Christopher Drew / February 20, 2018

With the rise of the flipped classroom concept, videos from platforms such as YouTube are increasingly being embedded in education courses. Teachers use videos they find online not only as stimulus materials, but also because they can explicitly teach concepts to learners. This article proposes teachers reflect on the pedagogical value of such videos before using them as educational materials. Based on constructivist principles that emphasize active learning and critical thinking, four simple questions are presented for teachers to ask about videos that are designed to explicitly teach before selecting them as tools that do teaching their courses. » [Full Article]

Openness in Education and Digital Scholarship: An interview with Bonnie Stewart

By Aras Bozkurt, Suzan Koseoglu / February 6, 2018

Bonnie Stewart, a researcher at University of Prince Edward Island, Canada, sat down with eLearn Magazine to discuss openness in education, scholarship, and Antigonish 2.0. » [Full Article]

Getting Serious about eLearning

By Clark N. Quinn / January 18, 2018

Are you ready to take eLearning to the next level? Do you want to be a part of meaningful eLearning? The Serious eLearning Manifesto is the first step forward. Clark Quinn provides an inside look at what led to the creation of the manifesto and how we can all be a part of the movement for serious eLearning. » [Full Article]