The purpose of this study was to analyze a five-week graduate-level education course taught entirely at a distance via the
Internet using the Blackboard.comSM e-learning system, with emphasis on exploring the dynamics of sense of classroom community. Subjects were 20 adult learners,
evenly divided between males and females, who were administered the sense of classroom community index at the beginning and
end of the course in order to measure classroom community. Findings indicated that on-line learners took advantage of the
“learn anytime” characteristics of the Internet by accessing the course seven days per week, 24 hours per day. Sense of classroom
community grew significantly during the course. Females manifested a stronger sense of community than their male counterparts
both at the start and end of the course. Additionally, female students exhibited a mostly connected communication pattern
while the communication pattern of males was mostly independent.
Linking the Real World to the Classroom, Education Up Close, Teaching Today, Glencoe On... - 0 views
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Characteristics of Adults as Learners
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When the class ends, students should be able to do more than just pass the final test. They should have gained knowledge in the subject, and they should see how that subject fits into the bigger picture that includes personal professional goals and relationships. Creative instruction is needed to help students see these links.
Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views
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We propose, as have others (i.e., Shea, Pickett, & Pelz, 2003), that the community of inquiry model (Garrison, Anderson, & Archer, 2000) reflects the principles of good practice in undergraduate education and can accurately quantify them.
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issues of pedagogy, dialogue, and interaction
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guide the coding of transcripts.
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Characteristics of Adult Learners - 0 views
Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Pl... - 1 views
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As universities shift toward competency and institutions cater more closely to learners’ specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. “Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement” (Dunn, 2000, p. 37). As leaders in the effort to cater to learners’ needs, distance education programs may be a dominant influence in this trend.
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Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003) Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
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Much of distance education programs’ success or failure can be attributed to how it is organized.
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Information Fluency | iTeach - 0 views
OC0901.pdf (application/pdf Object) - 0 views
Assessment Design and Cheating Risk in Online Instruction - 0 views
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It would be a mistake to minimize the problem of cheating in f2f classes. Four stylized facts emerge from a survey of the literature on cheating in f2f undergraduate courses. First, cheating by college students is considered widespread (McCabe and Drinan 1999). For example, estimates from five studies of college students reporting having cheated at least once during their college career range from 65% to 100% (Stearns 2001), and Whitley (1998) reports an average of 70% from a review of forty-six studies. Second, cheating by college students is becoming more rather than less of a problem. Estimates from five studies of the percentage of college students cheating at least once in their college career have been steadily rising over the period 1940 to 2000 (Jensen, Arnett et al. 2002). A study administered in 1964 and replicated in 1994 focused on the incidence of serious cheating behaviors (McCabe, Trevion et al. 2001). This study reported that the incidence of serious cheating on written assignments was unchanged at 65-66%, but the incidence of serious cheating on exams increased from 39% to 64%. Third, the format of assessment is correlated with cheating. Whitley (1998) reviewed 107 studies of cheating by students over the span of their college courses (published since 1970), and reported that from 10 studies a mean estimate of 47% for cheating by plagiarism, from 37 studies a mean estimate of 43% for cheating on exams, and from 13 studies a mean estimate of 41% for cheating on homework. Fourth, student characteristics of age and GPA are negatively correlated with cheating. Whitley (1998) reviewed 107 studies on college cheating (published since 1970), and found 16 studies reporting a small negative correlation between GPA and cheating and 10 studies reporting a negative correlation between age and cheating.
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In the growing literature about online instruction there are two opposing views on the integrity of assessments. One view is that cheating is as equally likely to occur in the f2f format as in the online format of instruction.
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The alternative view is that proctored exams are the only way to protect the integrity of grades by guaranteeing both that a substitute is not taking the exam and that students are not working together on an exam.
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Great Teachers Don't Teach | Edutopia - 0 views
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One characteristic of an effective teacher is that they don't teach. You say that is outrageous. How can an effective teacher teach without teaching?
ACVE - Teaching Adults: Is It Different? - 0 views
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pedagogy assumes that the child learner is a dependent personality, has limited experience, is ready to learn based on age level, is oriented to learning a particular subject matter, and is motivated by external rewards and punishment (Guffey and Rampp 1997; Sipe 2001).
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traditional teaching practices, not considered appropriate for adults, are suited to the needs of children and adolescents
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The ongoing debates—andragogy vs. pedagogy, teacher directed vs. learner centered—may mean that no single theory explains how adult learning differs from children's learning (Vaske 2001).
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TEFL Rapport in the Classroom - 0 views
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Rapport is a key characteristic of human interactio
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their students is a vital ingredient in the success of any lesson and in aiding students to learn.
Research Center: Teacher Quality - 1 views
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ven so, the specific characteristics that constitute an effective teacher are hotly debated. Teacher quality is extremely difficult to measure. As a result, most studies resort to measurable teacher inputs such as certification, academic degrees, and years of experience. Some studies that have correlated teacher test scores on basic skills tests and college entrance exams with the scores of their students on standardized tests have found that high-scoring teachers are more likely to elicit significant gains in student achievement than their lower-scoring counterparts
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Deep content-area knowledge
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e research is not detailed enough to clarify how much subject matter is critical for teaching specific course levels and grades.
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Cognitive Apprenticeship, Technology, and the Contextualization of Learning Environments - 2 views
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The authors (Collins, Brown, & Holum, 1991; Collins, Brown, & Newman,1989) as well as other researchers (Herrington & Oliver, 2000) have refined this model to the belief that useable knowledge is best gained in learning environments featuring the following characteristics: Authentic context that allows for the natural complexity of the real world Authentic activities Access to expert performances and the modeling of processes Multiple roles and perspectives Collaboration to support the cooperative construction of knowledge Coaching and scaffolding which provides the skills, strategies and links that the students are initially unable to provide to complete the task Reflection to enable abstractions to be formed Articulation to enable tacit knowledge to be made explicit
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The goal of learning, therefore, is to engage learners in legitimate peripheral participation in communities of practice (Lave and Wenger 1991). Through community, learners interpret, reflect, and form meaning. Community provides the setting for the social interaction needed to engage in dialogue with others to see various and diverse perspectives on any issue. Community is the joining of practice with analysis and reflection to share the tacit understandings and to create shared knowledge from the experiences among participants in a learning opportunity (Wenger 1998).
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The goal of cognitive apprenticeship is to address the problem of inert knowledge and to make the thinking processes of a learning activity visible to both the students and the teacher. T
Grade Inflation Article - Teaching Resources - Center for Excellence in Teaching and Le... - 0 views
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definition is that grade patterns change so that the overwhelming majority of students in a class, college, or university receive higher grades for the same quantity and quality of work done by students in the past
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corollary to this definition is the same GPA obtained by students with poorer academic skill
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less well known version of grade inflation is "content deflation" where students receive the same grades as students in the past but with less work required and less learning
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JOLT - Journal of Online Learning and Teaching - 0 views
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performance
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A few students indicated it was hard to have discussions when they did not know with whom they were discussing. One student said, “It was weird because I was having this online in-depth discussion with someone I had never seen before, and it felt a little creepy.”
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In general, the more contact between students and faculty both inside and outside the classroom, the greater the student development and satisfaction
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Affordances Suggest Course of Action - 0 views
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a situation where an object’s sensory characteristics intuitively imply its functionality and use.
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An affordance is a desirable property of a user interface – software which naturally leads people to take the correct steps to accomplish their goals.
Teaching at an Internet Distance-----MERLOT - 1 views
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Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
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The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
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In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
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Love the step child reference!
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MERLOT-Teaching at internet distance
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module 4 merlot
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