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Higher Education

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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

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

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

Digital Transformation in Higher Education—Buzzword or Opportunity?

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Cerstin Mahlow, Andreas Hediger / September 20, 2019

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. » [Full Article]
TYPE: HIGHER EDUCATION

Blended Learning Research: Components critical to student learning from a meta-analysis

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Leslie Cordie, Xi Lin, William Fowler, Michael Wooten / September 18, 2019

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. » [Full Article]
TYPE: HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION

The Future of Education: Transforming higher education with integrated competency-based education

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Lisa Bosman / September 10, 2019

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. » [Full Article]
TYPE: HIGHER EDUCATION

Professional Development for Open Education: The usefulness of a cMOOC

By Jenni Hayman / September 6, 2019

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. » [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT

SVU-VOSE: A hybrid model of a virtual, open, and socially driven learning environment

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Khalil Ajami, Ola Haidar / August 29, 2019

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

Makerspaces in Higher Education: An overview

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Brian Meyer / July 31, 2019

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

A Messaging Framework for Online Educators

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Karen Gebhardt, Kelly N. McKenna / July 26, 2019

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

Be Motivated and Motivate: An Interview with John M. Keller

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Hasan Ucar, Alper Tolga Kumtepe / July 22, 2019

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. » [Full Article]
TYPE: INTERVIEW, HIGHER EDUCATION

Multicultural Sensitivity in Course Design

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Amy Hilbelink / July 15, 2019

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

Use the 3 Rs to Guide Effective Teaching

By Emily Baxter, Jane Sutterlin, Maria Wherley / June 28, 2019

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

Intentionally Equitable Hospitality in Hybrid Video Dialogue: The context of virtually connecting

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Maha Bali, Autumm Caines, Rebecca J. Hogue, Helen J. DeWaard, Christian Friedrich / June 26, 2019

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 & Online Resources: It Doesn't Have To Be Complicated

By Nicole Snyder Dettmar / June 21, 2019

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. » [Full Article]
TYPE: HIGHER EDUCATION

Findings on Modeling as Impact to Practice from the HumanMOOC

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Heather A. Robinson, Maha Al-Freih, Whitney Kilgore, Patrice Torcivia Prusko / June 19, 2019

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

Rethinking Lurking

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Apostolos Koutropoulos, Sarah Honeychurch, Lenandlar Singh / May 29, 2019

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

A Commentary on the Paradigm Shift Toward Openness in Higher Education

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Suzan Koseoglu / May 9, 2019

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. » [Full Article]
TYPE: HIGHER EDUCATION

Paradigm Shifts in Global Higher Education and e-learning: An ecological perspective

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Aras Bozkurt, Amy Hilbelink / May 1, 2019

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. » [Full Article]
TYPE: HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION

#HigherEdScope: A New Frontier in Digital Development

By Jon Ernstberger, Melissa A. Venable / April 22, 2019

#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. » [Full Article]
TYPE: HIGHER EDUCATION

Mindful Online Teaching and Learning: A Conversation with Tiffany Guske

By Melissa Venable / March 28, 2019

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. » [Full Article]
TYPE: INTERVIEW, HIGHER EDUCATION

Changing the Narrative: New directions in online retention

By Andrea Gregg, Penny Ralston-Berg, Alison Carr-Chellman / March 5, 2019

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. » [Full Article]
TYPE: HIGHER EDUCATION

Excited by E-Moderation? A Canadian Educator Shares Her Best Hacks

By Marla A. Zupan / February 22, 2019

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. » [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT, MANAGEMENT

Creating Effective Collaborative Learning Groups in an Online Health Promotion Course

By Yan Huang / February 11, 2019

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. » [Full Article]
TYPE: HIGHER EDUCATION

Five Ways to Flip the Online Classroom on Its Head

By Amy Winger / February 8, 2019

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. » [Full Article]
TYPE: HIGHER EDUCATION

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]
TYPE: HIGHER EDUCATION

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]
TYPE: HIGHER EDUCATION

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]
TYPE: HIGHER EDUCATION

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]
TYPE: HIGHER EDUCATION

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]
REVIEW: LITERATURE, TYPE: HIGHER EDUCATION

The Negentropic Professor and the Online Curriculum

By Sydney Freeman, Allen Kitchel, Alison Carr-Chellman / November 28, 2017

Entropy, the notion of a gradual decline toward disorder, randomness and, eventual collapse, affects all human, living and social systems, including universities. While strictly speaking, entropy is a measure rather than a construct; it has been understood in more metaphorical colloquial ways and has been applied to concepts within the social sciences, such as education. One of the primary negentropic forces in today's university is the enrollment increases that online classes bring as a form of order and integration. This paper focuses on negentropy as it is lived out through online learning, strategically applied in higher education contexts. » [Full Article]
TYPE: HIGHER EDUCATION

An Interview with Shai Reshef--President, University of the People

By Donna Gardner Liljegren, Melissa Venable / October 4, 2017

The University of the People is a non-profit, tuition-free, accredited U.S. online university, with a mission to provide accessible, affordable, high-quality higher education. Current president and founder Shai Reshef shares his insights into how the organization is reaching this goal through strategic partnerships and a mostly volunteer work force, laying the groundwork for a new educational model. » [Full Article]
TYPE: INTERVIEW, HIGHER EDUCATION