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What College Teachers Should Know About Memory: A Perspective From Cognitive Psychology - 1 views

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    Miller, Michelle
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EBSCOhost: Online and traditional assessments: what is the difference? - 0 views

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    Rovai, A. P. (2000). Online and traditional assessments: what is the difference?. Internet & Higher Education, 3(3), 141-151.
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Chunks in expert memory: Evidence for the magical number four … or is it two? - 0 views

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    Gobet & Clarkson
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EBSCOhost: Moving beyond subject boundaries: Four case studies of cross-curricular ped... - 0 views

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    Savage, J. (2012). Moving beyond subject boundaries: Four case studies of cross-curricular pedagogy in secondary schools. International Journal Of Educational Research, 5579-88.
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Going the Distance in Online Education - 0 views

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Asynchronous vs synchronous learning environments - 0 views

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    "Students in both asynchronous and synchronous settings performed well. However, students taught using asynchronous videotaped lectures had lower satisfaction with the method of content delivery, and preferred live interactive sessions or a mix of interactive sessions and asynchronous videos over delivery of content using the synchronous or asynchronous method alone."
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EBSCOhost: Online Education Forum: Part Two - Teaching Online Versus Teaching Conventi... - 0 views

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    This is the second in a series of three papers about online pedagogy and educational practice as part of the JISE "Online Education Forma." This paper deals with the question: How is teaching online different from conventional teaching? By comparing these differences along several dimensions, a set of recommended practices for online teaching emerges. This article examines issues such as online course organization and planning, teaching guidelines and constraints, relationships between students and teacher, lectures versus tutorials, and assessment of student performance. A transition is underway. The same networking and computing technology that has revolutionised global commerce, and many other facets of modem life, is now being targeted at education. Partnering the Internet with modern course management systems makes it possible for universities to offer online courscwork on a global basis. The critical task that lies ahead is to create and disseminate curricula of high quality online that students can embrace and educators can sustain. The overall objective of JISE's Online Education Forum is to examine the realities of college and university online teaching, and the processes of education using today's information technologies. The issues and insights discussed in this forum will provide educators with important tools and the understanding needed to embrace the world of online education. Reprinted by permission of the publisher.
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EBSCOhost: Exploring the Impact of Web-Based Learning Tools in Middle School Mathemati... - 0 views

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    This study examined the impact of Web-Based Learning Tools (WBLTs), also known as learning objects, in middle school mathematics and science classrooms. Survey, qualitative, and student performance data were collected from a sample of 18 teachers and 443 students. Teachers were very positive about the learning benefits, design of WBLTs, and increased engagement of their students. Students were moderately positive about these same features. Student learning performance with respect to remembering, understanding, applying and evaluating concepts increased significantly when WBLTs were used. Qualitative data suggested that a number of students enjoyed the visual supports, ease of use, and interactivity of WBLTs as well using technology to learn. Some students noted that the WBLTs used in class were not challenging enough and that the help features and the design of certain WBLTs were deficient. Overall, it is reasonable to conclude that WBLTs, if selected carefully, can be a positive and effective learning tool in a middle school environment. Reprinted by permission of the publisher.
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EBSCOhost: Training for faculty who teach online - 0 views

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    The development and progress of distance education through online technologies has grown over the past ten years. Though community colleges across the United States have seen the largest increase, are its faculty members prepared to teach online? The following study examines strategies administrators may use to train faculty who teach online courses at the community college level.
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Online Schooling Grows, Setting Off a Debate - 0 views

  • Half a million American children take classes online, with a significant group, like the Weldies, getting all their schooling from virtual public schools.
    • Lisa Martin
       
      I didn't realize this many children in America were already taking online classes.
  • Florida Virtual School, the largest Internet public school in the country, more than 50,000 students are taking courses this year
  • About 90,000 children get their education from one of 185 such schools nationwide.
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  • full-time online charter school like the Wisconsin Virtual Academy
  • opposition from some educators, who say elementary students may be too young for Internet learning, and from teachers, unions and school boards, partly because they divert state payments from the online student's home district.
    • Lisa Martin
       
      My charter school faces the same opposition.
  • Legally, they are considered public school students, not home-schoolers, because their online schools are taxpayer-financed and subject to federal testing requirements.
  • They are publicly financed, mostly elementary and middle schools.
  • ''That's what I love most about this curriculum,'' Mrs. Weldie said. ''There's no reason for Isabel to practice counting if she can already add.''
    • Lisa Martin
       
      True individualization of instruction.
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    This article discuss fully online public elementary schools and the opposition from school districts.
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EBSCOhost: Evaluation of Synchronous Online Tutoring for Students at Risk of Reading F... - 0 views

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    Evaluation of Synchronous Online Tutoring for Students at Risk of Reading Failure This study examined the effects of online reading instruction for at-risk fourth-grade students in Philadelphia. The authors used a multiple baseline design to assess the extent to which the students increased their oral reading rate given systematic supplemental online reading instruction. Tutoring consisted of 4 sessions per week with 50-min lessons of instruction delivered over Adobe ConnectTM. Analysis of the multiple baseline across participants revealed gains in oral reading fluency for all participants when placed into the synchronous online tutoring program. Participating students and tutors reported an awareness of increased reading skills and value of synchronous online instruction. Teachers and parents generally reported that students demonstrated increased reading skills after receiving instruction.
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Guthrie and McCracken - 0 views

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    Guthrie and McCracken (2010) explored students' perceptions of their experiences in an online service-learning course with experiential learning in local community service.
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Ryman, Burrell, Hardham, Richardson, & Ross, 2009 - 0 views

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    Research has shown that learning can be profoundly and personally transformative in online communities (Ryman, Burrell, Hardham, Richardson, & Ross, 2009).
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