ACM Logo  An ACM Publication  |  CONTRIBUTE  |  FOLLOW    

Higher Education

See All Higher Education Articles

Eight Priorities for Instructional Videos in the Online Classroom

By Sarah Robertson, John Steele, Jean Mandernach / November 15, 2023

To enhance student engagement and learning in the online classroom, instructional videos need to be thoughtfully created, curated, and integrated. Key considerations include making the videos learner-centered and relevant, ensuring easy access, keeping video length short, focusing on clarity over perfection, providing alternative means of accessing the information, fostering student interaction, and personalizing videos to enhance the sense of class participation and connection. » [Full Article]
TYPE: OPINION, DESIGN FOR LEARNING, HIGHER EDUCATION

Six Ideas for Building a Vibrant Online Professional Community

By Katie Sprute, Crystal McCabe, Lynn Basko, Paul Danuser, Jean Mandernach / October 3, 2023

Building vibrant, online professional learning communities (PLCs) is crucial to combat the isolation experienced by online faculty and facilitate their professional growth, with strategies such as prioritizing relationship building, empowering all faculty with a voice, recognizing their achievements, ensuring relevant and targeted content, teaching best pedagogical practices, and accommodating faculty needs. By nurturing a supportive and collaborative online environment, institutions can help faculty overcome remote teaching challenges, connect them to valuable resources, and enhance their professional and personal fulfillment in their roles as online educators. » [Full Article]
TYPE: OPINION, HIGHER EDUCATION

Five Priorities to Help Learners in the Online Classroom

By John Steele, Thomas Dyer, Jean Mandernach / September 7, 2023

To maximize online student learning, instructors should prioritize their time towards instructional strategies that students deem most impactful, such as providing individualized, one-to-one feedback; adopting a holistic feedback approach; engaging in asynchronous discussion forums; curating relevant content resources; and presenting instructional content in efficient, versatile formats. As research reveals, learners value instructor feedback and engagement in online discussions above all else, thereby guiding where educators should focus their limited instructional time. » [Full Article]
TYPE: OPINION, HIGHER EDUCATION

In Search of Continuous Improvement: An interview with Watermark's Brian Robinson

By Tonia A. Dousay / August 22, 2023

One might say that Watermark's Vice President of Product is on a mission of continuous improvement. Or rather, his passion is helping institutions implement and experience the benefits of the continuous improvement cycle. With philosophies based on human-centered approaches to design, it's clear that Brian Robinson understands the theoretical foundations of and practical approaches to this critical work in institutional evaluation and effectiveness. This interview takes readers on a journey through the underlying components and future of continuous improvement through the eyes of a leading educational technology executive. » [Full Article]
TYPE: INTERVIEW, HIGHER EDUCATION

Subject Matter Expert (SME) Onboarding 101: Improving development efficiency and course quality through SME training

By Heather Leslie, Alejandra Lizardo / August 9, 2023

A common challenge for instructional designers and administrators of online programs is ensuring that projects are completed within the development timeframe and course content meets high standards for quality. This article describes a training course that was developed to meet those challenges. The course prepares subject matter experts (SMEs) to work with a design team made up of instructional designers and instructional technologists so that SMEs can plan their course content using a backward design framework. SMEs participate in a fully asynchronous online course with other SMEs where they can collaborate and brainstorm ideas. Having SMEs take an online course that resembles the online course they will later be designing allows them to gain insight from a learner perspective, which can help them design a learner-centered course. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION

Using Gamification to Overcome Anxiety and Encourage Play in the Graduate Classroom

By Lindsay Kistler Mattock / July 19, 2023

Gamification has been dismissed by some as a passing fad and buzzword in education; however, if approached as part of mindful course design, gamification can enhance student learning and engagement. This article introduces a gamified redesign of a technology-based graduate course using Yu-Kai Chou?s ?actionable gamification.? Chou?s Octalysis Framework defines eight-core drives that describe the psychological motivators found in common gaming mechanics. Adding elements of ?white hat gamification? to the course?which focused on building a sense of accomplishment, empowerment, and meaning making?created an environment that allowed students to overcome their anxieties related to technologies, build digital literacies, and overcome the fear of failure in the classroom. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION

Three Student-Centered Approaches to Integrate ChatGPT in the Online Classroom

By Thomas Dyer, John Steele, Jean Mandernach / July 18, 2023

In response to the advent of AI technologies like ChatGPT in academia, educators should not merely react with plagiarism policies but proactively integrate such tools to enhance learning. By cultivating AI literacy, integrating AI into assignments for interactive learning, and leveraging it for idea generation, we can prepare students for a digitally advanced future, promoting critical thinking and digital literacy while ensuring thoughtful use of technology to support student growth. » [Full Article]
TYPE: OPINION, EMERGING TECHNOLOGIES, HIGHER EDUCATION

The Development of Competencies for Use in Online Learning During the Covid-19 Pandemic: Insights from the hospitality management degree program at the Universidad Panamericana, Mexico City campus

By Rosa Adriana Vázquez Gómez, Claudia Galindo Correa, Pedro Pablo Espinosa Martínez / June 29, 2023

This study aims to comparatively analyze students and professors' perceptions regarding the development of competencies through the online format of a bachelor's degree program in hospitality management during three semesters of stay-at-home learning. The goal is to understand whether the tools and teaching resources used by faculty adequately met the objectives of the bachelor program, which has as one of its main objectives the development of competencies. Using the two variables from the TAM Model (i.e., perceived ease of use and perceived usefulness) and the types of technological resources that students and professors used, we found both groups saw the accessibility and ease of use of technological tools as simple and believe that they are useful or very useful for learning. » [Full Article]
TYPE: HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION

Two Essentials for Fostering Agency in Virtual Education

By Jean Mandernach, Rick Holbeck / June 22, 2023

Learner agency, premised on making education meaningful and relevant, involves fostering two critical aspects in online classrooms: voice and choice. By providing students with a say in the teaching-learning dynamics (such as setting course policies or assignment deadlines) and offering them decision-making capacity in mastering course content (like choosing individual learning paths or formats to demonstrate understanding) educators can create a personalized learning experience that enhances student motivation, engagement, and investment. » [Full Article]
TYPE: OPINION, HIGHER EDUCATION

One Interactive Approach to Gamify the Online Classroom: Digital badges

By Tom Dyer, Jacob Aroz, Jean Mandernach / June 13, 2023

Gamification, the application of game elements in non-game contexts, is being embraced in higher education, particularly in online classrooms, to foster engagement, participation, and satisfaction. As a quick and effective way to gamify, digital badges serve as virtual rewards for accomplishing specific tasks or goals, stimulating student motivation, promoting community, encouraging critical thinking, developing skills, and bolstering incremental learning, thus making learning tangible and shareable, and driving competition. » [Full Article]
TYPE: OPINION, DESIGN FOR LEARNING, HIGHER EDUCATION

Tips for Supporting Students with Social Skill, Mental Health, and Communication Disabilities in Digital Settings

By Tulare Williams Park, Kari L. Sheward, Carol Rogers-Shaw / May 31, 2023

Teaching online learners with social skill, mental health, and communication disabilities requires post-secondary instructors to become more than content experts. The purpose of this article is to provide recommendations for postsecondary instructors for building inclusive communities, focusing on accessible course design, and increasing specialized professional knowledge that serves all learners, saves planning time, and diminishes frustration from excessive individualization of instruction. » [Full Article]
TYPE: HIGHER EDUCATION

How to Create a Digital Presence

By Ellen Wagner / May 24, 2023

Josie Ahlquist's book "Digital Leadership in Higher Education" provides stakeholders in higher education with strategies to establish authentic personal connections using social media. » [Full Article]
REVIEW: LITERATURE, TYPE: HIGHER EDUCATION

Maximizing the Value of Asynchronous Learning in Pre-clerkship Medical Education

Special Issue: Blended Learning Technologies in Healthcare

By Phorum Sheth, Anita Samuel, Eulho Jung, Jacob Collen / May 17, 2023

Asynchronous learning has taken on new significance in the era of COVID-19 social distancing. The learning curve for students and faculty members to adapt to the new distance learning environment has been a dynamic experience. In this article we review some of our experiences with asynchronous curriculum in the pre-clerkship curriculum at the Uniformed Services University. We review student and faculty perceptions of virtual, asynchronous curriculum as well as tangible solutions for implementing asynchronous curriculum and pitfalls to be aware of. » [Full Article]
TYPE: HIGHER EDUCATION

Using Panopto In-Video Quizzes for Online Education

Special Issue: Blended Learning Technologies in Healthcare

By Eulho Jung, Greg Snow / April 26, 2023

Panopto is a screen and lecture capture tool that can create in-video quizzes. By following guidelines, creating quizzes in Panopto can effectively keep students watching and help the lecture content stick in learners' memories. » [Full Article]
TYPE: HIGHER EDUCATION

How A Graduate Nursing Program Implemented a Virtual Oral Examination during the COVID-19 Pandemic

Special Issue: Blended Learning Technologies in Healthcare

By Janice Williams, Natasha Best, Stacy Carr, Candy Wilson, Diane Seibert / April 21, 2023

In 2020, as the entire world, including the U.S., experienced the rapid restraints and uncertainties of the COVID-19 pandemic, innovative teaching and assessment methods had to be utilized to achieve pre-pandemic goals and objectives of graduate education. This article describes how faculty implemented virtual oral exams as an assessment methodology to evaluate students' cumulative knowledge of essential women's health content. Course faculty administered a 25-minute virtual oral examination to students enrolled in a second-year advanced women's health course. All enrolled students (25 in 2020 and 19 in 2021) completed the virtual oral examination. The method was successfully implemented for two consecutive years, demonstrating the potential feasibility, applicability, and sustainability of implementing oral examinations utilizing the evaluation method in graduate education. » [Full Article]
TYPE: HIGHER EDUCATION

Mitigating Conflict in Asynchronous Online Discussions: Strategies for instructors in higher education

By Susan M. Yelich Biniecki, Courtney Hoffhines / April 20, 2023

Organized asynchronous discussions are a common feature in online, formal higher-education courses. Discussions can take place learner to learner or instructor to learner and are situated in small group projects, processing content in message boards, and games. Within these learning settings, conflict can emerge. Conflict may foster deeper learning about ideas, or it may be destructive and create a negative learning environment. The purpose of this article is to identify conflict challenges present within asynchronous online discussions and to present evidence-based strategies to mitigate conflict within these higher education instructional settings. Conflict challenges may involve navigating effective online collaboration, participating in small group discussion, and developing discernment for health conflict. » [Full Article]
TYPE: HIGHER EDUCATION

The Eyes Have It: The importance of eye contact in education and strategies to improve teaching in the virtual environment

Special Issue: Blended Learning Technologies in Healthcare

By Sarah Hodges / April 13, 2023

We missed in-person learning due to the pandemic. Three years later some form of virtual learning is here to stay, so how can we replicate that in-person feel? » [Full Article]
TYPE: HIGHER EDUCATION

Teaching with QR Codes: Accessible Technology for the Novice Educator

Special Issue: Blended Learning Technologies in Healthcare

By Elizabeth V Schulz, Katherine M Ottolini / March 30, 2023

Quick response (QR) codes allow for quick and easy accessibility of just-in-time training (JiTT) for a variety of online materials. They are becoming more widely utilized to share educational materials, with potential vast applications for health professions education. In this article, we describe the development of a novel video-based equipment skills training curriculum incorporating QR codes and discuss the broader implications for educators. » [Full Article]
TYPE: EMERGING TECHNOLOGIES, HIGHER EDUCATION

Transitioning to and Navigating Virtual Conferences as a Result of COVID

Special Issue: Blended Learning Technologies in Healthcare

By Jamie Geringer / March 9, 2023

Conferences offer a venue to share ideas, present and hear about current research, and network. Medical conferences include an added dimension of being a form of continuing medical education. The COVID-19 pandemic made it impossible to conduct traditional in-person conferences, and, out of necessity, everyone had to transition to a virtual platform. Organizing a conference requires a tremendous amount of planning, preparation, and persistence to ensure the intended vision is met. But there is insufficient evidence and guidance on conducting effective conferences. This paper will discuss my experience planning and conducting a virtual medical conference. » [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT

Maintaining Social Support in the Era of Social Distancing: Transitioning an in-person family-oriented wellness event to a virtual venue

Special Issue: Blended Learning Technologies in Healthcare

By Fei Chen, Sania Rahim, Rob Isaak, Brooke Chidgey, Emily Teeter, Harendra Arora, Susan M. Martinelli / February 24, 2023

Many medical residency programs have attempted to equip their trainees with tools to combat burnout using wellness curricula. One often-overlooked aspect of burnout is the support person's lack of understanding about the stress residents face as well as what is required of them. We describe a program, known as the Family Anesthesia Experience, with a focus on the conversion of the in-person event to a virtual format and comparing learning experience in the two formats. The goals of this program are to improve residents' support persons' understanding of anesthesiology residency and combat physician burnout via a social-relatedness approach. This program was conducted in-person in 2019 and converted to a virtual format in 2020 in response to the COVID-19 pandemic. » [Full Article]
TYPE: HIGHER EDUCATION, NONFORMAL/INFORMAL LEARNING

Teaching Tracheostomy Management Using VoiceThread: Reflection on the evolution of our blended coaching approach

Special Issue: Blended Learning Technologies in Healthcare

By Jennifer C. Benjamin, Weichao Chen, Satid Thammasitboon / February 17, 2023

Developing pediatric resident trainees' proficiency in managing and troubleshooting tracheostomy issues is critical for the intensive care of children with medical complexity. Tracheostomy management, involving a set of complex technical and non-technical skills, are traditionally taught in simulation centers. The COVID pandemic, however, has posed a challenge to our in-person coaching, prompting us to explore the innovative use of VoiceThread to teach these skills using a blended approach. In this paper, we report the evolution from VoiceThread-based completely asynchronous coaching towards blended coaching, and we discuss the optimization of blended coaching into Just-in-Time Coaching. We demonstrate that the development of instructional approach was based on our critical analysis of different modes of teaching, reflection on lessons learned and best practices from implementation, and review of relevant literature. » [Full Article]
TYPE: EMERGING TECHNOLOGIES, HIGHER EDUCATION

Blended Learning Technologies in Dental Education: A case study in orofacial pain

Special Issue: Blended Learning Technologies in Healthcare

By James Mark Hawkins, Drew Fallis, Steven Durning / February 8, 2023

Blended learning in pain education is an effective teaching method to help learners grasp complex didactic and clinical topics. In this report, four educational strategies are examined that were successfully utilized to teach a postgraduate dental orofacial pain course. These strategies included using virtual presentations, hands-on training, virtual interactive case-based learning, and student created multimedia and peer-to-peer feedback. » [Full Article]
TYPE: HIGHER EDUCATION

Blended Teaching in Health Professions Education

Special Issue: Blended Learning Technologies in Healthcare

By Anita Samuel / February 2, 2023

Healthcare professionals (doctors, nurses, dentists, etc.) use cutting-edge technologies in patient care. They interact with technologies daily. However, the use of technology for education has not been widely adopted by healthcare professions educators. This special issue explores how educators in different healthcare professions have adapted their teaching to the online environment. The articles in this special issue showcase the use of educational technologies in a broad health professions landscape: dental education, nursing education, medical school, and medical residency programs. » [Full Article]
TYPE: HIGHER EDUCATION

Cross-institutional Leadership Collaboration: Toward the development of a peer-mentoring framework of practice in adult online education

By Haijun Kang, Rachel Ohmes / August 25, 2022

Because of high economic volatility, ongoing competition intensification, and the recent COVID-19 global pandemic influence, more and more education institutions are looking for efficient ways to serve their adult learner population. This article introduces a peer-mentoring framework of practice to help education institutions develop healthy cross-institutional leadership collaborations. This framework builds on three pillars: Developing a shared vision, respecting diversity and differences, and streamlining communications. An adult distance education consortium located in the U.S. is discussed as an example to illustrate how this three-pillar peer-mentoring framework of practice can be used to help make cross-institutional leader collaboration a success. » [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT, MANAGEMENT

Outsourced Professional Development for Online Instructors: Recommendations from research

By Ling Zhao, Raymond Dixon, Tonia Dousay, Ali Carr-Chellman / April 18, 2022

To improve the quality of online teaching, institutions typically provide structured professional development in the form of institutional teaching or learning center programming. This programming typically focuses on teaching and learning quality, transitions to online teaching, pedagogies, and new technologies. This article reports on the use of outsourced professional development along with faculty responses to the program. Use of an outsourced program was attractive to faculty who wanted to have another institution's name on their vita. Seventeen faculty completed the professional development program and eight shared their reflections on this inquiry. » [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT

Is My Classroom Flipped? Using Process Mining to Avoid Subjective Perception

By José Francisco dos Santos Neto, Sarajane Marques Peres, Paulo Correia, Marcelo Fantinato / December 31, 2021

Flipped classroom is an active learning method that encourages students to access study material prior to class time. Ensuring the flipping process took place, understanding how it occurred, and verifying whether it produced positive results has been a challenge for lecturers. In this article, we analyze a flipped classroom scenario through process mining techniques. Process mining was applied to an event log provided by a learning management system that supported a particular undergraduate course offering. The outcomes provide evidence for the flip of the classroom, adding precision and reliability to lecturer analyses. » [Full Article]
TYPE: HIGHER EDUCATION

Conversation-Based Assessments: Real-Time Assessment and Feedback

By Seyma N. Yildirim-Erbasli, Okan Bulut / December 24, 2021

In recent years, substantial progress has been made in the application of technology for learning environments to support interaction and learning. However, current digital assessments still need to be modified to measure student learning in more engaging and effective ways. Conversation-based assessment (CBA) advances the conventional digital assessments by creating a conversational environment between test-takers and agents where each test-taker receives feedback for their correct responses and hints or follow-up questions for their incorrect responses through a natural conversation. This work provides a summary of CBAs by discussing their advantages and differences from conventional digital assessments. » [Full Article]
TYPE: HIGHER EDUCATION

The Power of Weekly Group Video Recordings in Asynchronous Courses

By Danielle Geary / November 10, 2021

Learning modalities and technology offer dozens of ideas on how to teach online, but still, two things often seem to be missing in the online classroom: class interaction and efficient grading and feedback. In this article, the author describes in detail two kinds of weekly recording activities that greatly add to student engagement and learning in asynchronous courses. Students can be a rather passive audience, but they become much more active in group-conversation video recordings in which the instructor is not present but does provide feedback upon review of the recording. » [Full Article]
TYPE: HIGHER EDUCATION

A future of assessment without testing

Special Issue: Advancing Beyond Multiple Choice eAssessment

By Kristen DiCerbo / September 30, 2021

As with most aspects of life, assessment practices have been challenged by the events of 2020. The combination of the consequences of COVID-19 restrictions and the increased awareness and reckoning with systemic racism requires the field to take a hard look at our assessment systems. The main function of assessment is to gather evidence by which one makes inferences about what people know and can do. Over the past decade, our digital capabilities have increased exponentially and offer the potential to approach assessment differently. We now have digital learning environments that capture the actions of students as they engage in learning activities. » [Full Article]
TYPE: HIGHER EDUCATION

Adaptive knowledge assessment using advanced concept maps with logic branching multiple-choice Google Forms

Special Issue: Advancing Beyond Multiple Choice eAssessment

By António Fonseca, Hugo Faria / September 30, 2021

Concept maps (CM) are a learning tool that has emerged into an efficient e-learning and e-assessment knowledge tool. The aim of this research is to propose and share the most important aspects, practices, and achievements of using, with science teachers and a master student, a combination of a metacognitive tool-advanced concept mapping (ACM) to assess mental models with immediate real-time feedback assessment tool. The use of the logic branching feature of multiple-choice Google Forms (MCGF) may enable teachers to customize surveys and to assess within many students' high order thinking skills, with the convenience and efficiency of an automatic grading system. » [Full Article]
TYPE: HIGHER EDUCATION

Student Interactions in an Introductory Activity of an Online Course by Ethnicity and Gender

By Jon Ernstberger, Justin Fetner, Kyle Gutowski, Patrick J. Riley, Nick Stavrow / September 28, 2021

In an online, general education course, for a course grade, students were to submit video posts to an introductory course activity. Student responses (by text) were also required for that activity. Initial posts and responses were cataloged by race and gender across multiple sections of the course through multiple semesters and years. Statistical tests were performed to analyze mean numbers of responses and determined that evidence supported that different numbers of responses occurred depending on the race or gender of the original poster, but not both the race and the gender. » [Full Article]
TYPE: HIGHER EDUCATION

Preparing Adult Learners for Success in Blended Learning through Onboarding: A pilot study

By Anita Samuel, Steven Durning, Holly Meyer / September 20, 2021

Blended learning offers adult learners unique opportunities for instructional continuity given work and personal commitments. However, learners participating in blended learning may experience a sense of isolation and/or problems with technology. To address the challenges of a blended program, an expanded orientation, called "onboarding," was designed to ensure learners feel connected to their program and clearly understand the programmatic requirements. Onboarding spans six months and includes a series of activities to provide learners with technological, interaction, and self-directed learning skills needed to succeed in a blended program. Results from the evaluation survey reveal that learners feel most engaged with the program through one-to-one interactions with their academic advisors and interactions with peers in an online discussion board. » [Full Article]
TYPE: HIGHER EDUCATION

Gender Differences in Online Learning: Insights from recent graduates

By Melissa Venable / June 28, 2021

How might the online learning experience, and the support required for success, differ for men and women? New survey research captures insights from 505 participants, including 295 women, who graduated from online programs between 2015 and 2020. This article provides an overview of the characteristics of online students, highlighting the challenges female students face and considerations for supporting their success. Differences in demographic characteristics across gender were found in the areas of degree level and academic major, income, age, and ethnic diversity. More men chose computer and information sciences majors, while more women were in healthcare and education. Female students were also younger and at lower income levels than their male counterparts when they were enrolled in their online programs. » [Full Article]
TYPE: HIGHER EDUCATION

The Burden of Alleviating the Burden During a Pandemic: Emotional literacy as a tool for online course design, adaptation, and evaluation

By Petra Robinson, Maja Stojanović / April 23, 2021

During the COVID-19 pandemic, most, if not all, courses were shifted to online learning formats. In this article, we share our experiences related to teaching and learning in a completely online, condensed (seven-week) graduate-level course during the fall 2020 semester. More specifically, we discuss the important role of emotional literacy as a mechanism for framing online course design, adaptation, and evaluation. We explore emotional literacy in terms of its necessity in teaching and learning in online contexts during a pandemic, beyond the scope of other obviously important non-traditional literacies, such as technological and informational literacies. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION

Strategies to Build Student-to-Student Rapport in Online Adult Learning Courses

By James Kennedy / February 24, 2021

Students in online classes may have difficulty or believe they cannot develop a rapport with fellow students. There is significant research that indicates that this rapport greatly increases the student?s success in a class. Students can easily build rapport in an in-person classroom and often the instructor is not involved. However, in the online classroom, the problem becomes how do students build this rapport when they only see each other in a virtual space in the classroom to help increase their learning and course success. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT

Attitude of Nigerian Students to Online Learning During the COVID-19 Pandemic

By Ojevwe Blessing Asoro, Oluwaseyitanfunmi Osunade / December 31, 2020

The recent outbreak of the COVID-19 has led to the need for alternate sources of learning for students in tertiary institutions. The use of online learning has been adopted by some students. There has not been any evaluation of students' attitude to online learning during this period. Thus, this study seeks to determine the attitude of higher education students in Nigeria to online learning. Data was collected using an online survey tool. The results show that Nigerian students are engaged in online learning. It was recommended that the certificates be recognized and online learning be introduced to tertiary institutions. » [Full Article]
TYPE: HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION

Facilitating Inspiration: Design of the Textiles Archive Design Application (TADA)

By Dan Spencer, Chris Willis, David Tredwell, Jessica White, Kayla Briska / December 10, 2020

A key goal of textile design education is to provide students entering the field opportunities to develop a strong design process, and beginning students, in particular, must learn about helpful concept development resources and how to use them to initiate design work and provide direction for further research. In addition, sources of inspiration serve an important role in the development of the design process by activating, prompting, and guiding designers? activities. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION

How to create an academic blog: Tone, audience, credibility, and potential currency

By Simon Lambe / November 30, 2020

This case study offers guidance and advice on creating an effective blog, based on the author?s experiences of running his own blog, hosted on WordPress. The article covers some of the essential issues, including tone, audience, credibility, and potential currency, before outlining three key factors that contribute to a successful blog: time, confidence, and forethought. The article provides help to an academic audience in that it offers suggestions around how to soften academic tone for a general audience as well as how blogging could potentially be used in a meaningful way as a form or formative or summative assessment. » [Full Article]
TYPE: HIGHER EDUCATION

Motivating Learning by Playing Animal Crossing New Horizons: A trending game during the COVID-19 pandemic

By Xi Lin, Shu Su / November 25, 2020

The immersive and engaging nature of video games has been a promising and effective environment for learning. This study first introduces a motivational learning framework for game-based learning, then takes a recent popular video game, Animal Crossing New Horizons, as an example to further discuss the application of the motivational learning framework. It is expected that more features will be developed in the future in this game to bring more educational benefits for its players. » [Full Article]
TYPE: HIGHER EDUCATION, NONFORMAL/INFORMAL LEARNING

Examining Chinese and American Online Learning

By Francis Stonier, Geping Liu, Liang Yu / October 30, 2020

Through a collaborative opportunity, educators from the U.S. and China share examples and comparisons of online learning, or distance education, occurring in their respective nations. This article draws from experience on both sides to explore online course design, learning management systems (LMS), and course evaluation. In all situations, the universities had well developed online offerings for students. However, as LMS and support were similar in the U.S. when compared to Chinese counterparts, variance was visible in a number of areas. Discussion stems from the perceived strengths and weaknesses of distance education foundations, training, and support. » [Full Article]
TYPE: HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION

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

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

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

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