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2020

How Instructors Learn to Teach Online: Considering the past to plan for the future

By Steven Schmidt, Elizabeth M. Hodge, Christina M. Tschida / October 22, 2020

The onset of the COVID-19 Pandemic had major effects on all aspects of higher education, including the way in which courses were taught. Literally, overnight, courses that were taught face-to-face were moved online, and face-to-face instructors of those courses became online educators. Now, several months into the pandemic, it has become clear that instructors at colleges and universities today must be able to teach both online and face-to-face, and they must be able to move from one medium to the other as circumstances dictate. However, that is not easy to do, as learning to teach online takes time, and involves a good deal of effort. » [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT

A Challenging Reality: Transitioning from the classroom to e-learning among English language learners

By Joel Floyd / October 9, 2020

In the wake of COVID-19, both K-12 and post-secondary institutions have had to transition from traditional learning in the classroom to teaching and learning through various online and or e-learning platforms. With such an abrupt transition, it's important for educators to explore the effectiveness of e-learning among their student populations. Moreover, this narrative discussion is facilitated by a program director who oversees an adult education English as a second language program located in Atlanta, Georgia. The director maintains the opinion that various modes of online learning are not the best learning method for all student populations and specifically adult English language learners. » [Full Article]
TYPE: OPINION, PROFESSIONAL DEVELOPMENT

What Facebook Taught Me About Research

By Lee Heller / September 30, 2020

Distance education has exploded, in recent years, with more students taking online courses than ever before. However, despite the explosion in online course takers, the number of students who are not completing their online degree programs is also growing. Online students report feeling isolation, and a disconnect with their classmates and educational institution. Another phenomenon, social media, has also experienced explosive growth, including the largest in modern society, Facebook. The goal of my research study was to understand if there could be a connection between the use of social media, specifically Facebook and Facebook Messenger, and the isolation that distance students experience. » [Full Article]
TYPE: OPINION, HIGHER EDUCATION

COVID-19 and Higher Education in Latin America: Challenges and possibilities in the transition to online education

By Dante Salto / September 28, 2020

The COVID-19 pandemic challenges higher-education institutions in Latin America. Switching from face-to-face to online instruction has profound implications regarding access in a strikingly unequal geographical region. The article highlights that the pandemic may have lasting consequences in the ways we understand the provision of higher education in Latin America. The increasing volatile and uncertain scenario requires institutions, educators, and students to adapt to the new normal shortly. » [Full Article]
TYPE: INTERNATIONAL ONLINE EDUCATION

Overnight Transformation To Online Education Due to the COVID-19 Pandemic: Lessons learned

By Sudhaman Parthasarathy, San Murugesan / September 17, 2020

Due to the COVID-19 pandemic, online education has become the mainstream offering at all levels?from primary schools to higher education institutions. The pandemic has forced more than 1.6 billion learners, close to 80 percent of the world's enrolled students, to stay physically away from their educational institutions in 161 countries, missing their traditional in-person classroom lectures and related academic activities. Since the beginning of 2020, the pandemic has been a significant challenge to educational institutions and imposed severe restrictions on their traditional mode of conducting academic and assessment activities. Educational institutions were forced to swiftly transform into online offerings for their students, making the significant transition from their traditional mode of educational services. » [Full Article]
TYPE: INTERNATIONAL ONLINE EDUCATION

How a Vocational Center Changed its Way to Train Adults: A Case Study on Computer-Based Learning and Vocational Training

By Yves Messier / August 31, 2020

EFFA (Ecole de Formation Funéraire Alyscamps), through a seven years development plan, introduced an offer including blended learning, 100% e-learning solutions, and virtual classroom. Our happy students are adults from 18 to 65 years old who have now the option to choose how they want to attend their training based on their availability and learning possibilities. Three project phases allowed us to integrate new pedagogical technique and to develop a framework for teachers to introduce new ways to teach, to handle a virtual classroom, and to redefine the own teacher's role and self-image. This case study explains how EFFA completed first an analysis to understand if our way of teaching, our goals, and our offer were still aligned with society and the labor market; and then we worked on deciding and implementing what was required to provide our clients with the best skills possible to gain employment and remain in ... » [Full Article]
TYPE: PROFESSIONAL DEVELOPMENT

Three Things to Consider Before You Kick Off Synchronous Office Hours in Online Classes

By Nathan Pritts / August 28, 2020

Running synchronous online office hours in a predominantly asynchronous classroom environment presents challenges to the learner as well as to the instructor. Establishing a process, and planning to overcome barriers from both sides, can be broken into a three-step process, which should help teachers, and students operationalize this powerful strategy. » [Full Article]
TYPE: HIGHER EDUCATION

eLearn Magazine: Three-years in Review and Beyond

By Simone C. O. Conceição / August 11, 2020

In the past three years, eLearn Magazine has reached several milestones placing the publication at the intersection of elearning research and practice. This editorial provides an overview of these accomplishments and a plan for the next three years. » [Full Article]
TYPE: OPINION

Facing Global Health Crises Using Mobile Communications: An international virtual exchange experience

By Rosalie Barreto Belian, Lucas Sampaio Leite, José Luiz Lima-Filho, Laura Geer / July 30, 2020

This work reports on an international virtual exchange experience based on a digital health discipline that embedded a shared module with curricula addressing mobile communications to face health crises. This course took place in the context of COIL through a partnership between the Federal University of Pernambuco and the SUNY Downstate School of Public Health. The purpose of the experience was for students to develop skills to collaborate in teams made up of health professionals from different countries. The students were able to analyze specific population contexts concerning their communication resources and propose mobile communication strategies to face health crises. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION

Designing Successful ePortfolio Practices

By Anita Samuel / July 27, 2020

This article reviews Eynon and Gambino's book High-impact ePortfolio Practice: A catalyst for student, faculty, and institutional learning . » [Full Article]
REVIEW: LITERATURE, TYPE: MANAGEMENT

Internationalizing Teacher Education through Virtual Connections and Blended Learning

By Mary E. Risner, Swapna Kumar / July 23, 2020

This project used blended learning and virtual connections to infuse global perspectives in U.S. curriculum by preparing pre-service teachers with intercultural competence, understanding of global issues from diverse viewpoints, and the ability to use online technologies to develop critical thinking and digital literacy. Global themes were addressed in online synchronous sessions with teachers in other countries and purposefully combined with pre-readings and online and classroom discussions. » [Full Article]
TYPE: PROFESSIONAL DEVELOPMENT, INTERNATIONAL ONLINE EDUCATION, K-12 BLENDED AND ONLINE LEARNING

Creating an Active Learning Environment using Reproducible Data Science Tools

By Randal Burns / June 30, 2020

After a decade of struggle to help students install and launch machine virtual machines in the cloud, the author migrated his computer science course to the Gigantum data science platform, which automates the delivery of complex software configurations. The goal was to make it easier for students to complete projects so that they could focus on programming rather than system administration. In the process, lectures were redesigned into an active learning experience in Jupyter notebooks in which students run and modify examples as they are presented and can reproduce exactly all work that they have done or has been demonstrated. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION

Helping Students with Learning Disabilities Through Video-Based, Universally Designed Assessment

By Janet Zydney, Casey Hord, Kathy Koenig / May 31, 2020

The problem with many assessments is they impose barriers for students with learning disabilities who struggle with memory and information processing. Traditional assessments often present multiple pieces of information at one time through written text, which can challenge students who have difficulty processing, storing, and integrating multiple pieces of information simultaneously. Simple text-to-speech or computerized read-aloud accommodation cannot address these issues. This is unfair to these students and doesn?t provide an accurate measurement of their knowledge. Therefore, alternative measures that are accessible to students with learning disabilities must be developed. This article will highlight best practices and challenges in creating a video-based, universally designed assessment. » [Full Article]
TYPE: DESIGN FOR LEARNING

Interview with Dr. Janet Zadina: Applying educational neuroscience research to instruction and elearning

By Les Howles / May 31, 2020

In this interview Dr. Janet Zadina discusses her work as an educational neuroscientist bridging brain research and pedagogy. She provides insights and advice on how instructors can design more learner-centered course experiences and use online technologies more effectively through a better understanding of neuroscience research related to learning. This interview spans a range of topics including contributions of brain research to learning science, common neuromyths, emotions and learning and how the digital information environment is impacting our brains and learning. » [Full Article]
TYPE: INTERVIEW

What about online doctoral students? A review of e-Learning literature

By Kristina McGaha, Diana Hart, Wendy Aoki / April 30, 2020

Recent increases in accessibility, enrollment in e-learning, and diversification of distance learning format delivery (such as MOOCs) have put e-learning in a state of perpetual evolution. The result is a dynamic environment where research as recent as five years ago may no longer be relevant. A review of contemporary e-learning research is needed to understand current trends in the industry of e-learning as well as determine where further research is needed. This article describes six themes identified in the literature by reviewing journal articles centric to e-learning from 2014 to 2019 using qualitative content analysis. The themes represent what is largely covered in the literature (e-learning anxiety, e-learning pedagogy, and student-centered models), and what is underserved in the literature?namely the dissemination and investigation of online doctoral programs. » [Full Article]
REVIEW: LITERATURE, TYPE: HIGHER EDUCATION

Helping learners as they construct knowledge: How can instructors leverage research findings

By Viswa K. Viswanathan / March 31, 2020

The author presents research-based principles that can improve the recall of factual subject matter using existing features in LMS tools, apps, and other methods to meet targeted learning goals. » [Full Article]
TYPE: HIGHER EDUCATION