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Webpage containing every free response question asked on the A.P. Macroeconomics exam for the past 20 years. The questions and their associated detailed solutions are made available.

New Challenges for Universities: Why They Must Change. This chapter identifies the critical motivations and dimensions for change in today's universities. While the introduction of technology into teaching, learning, and research makes the necessity of change apparent, it is neither the only reason nor the only area in which universities will have to adopt new organizational models. The following questions are considered: what is the function of universities in today's societies? how can technology help the transfer to viable new futures of universities? why is the old culture of teaching and learning failing? what new forms of teaching and learning are needed for the twenty-first century? what is the prevailing culture of universities and why does this prevent necessary changes? how can the necessary changes be brought about?

Creating and implementing successful online learning environments: a practitioner perspective. This paper is about how we attempted to overcome barriers to the use of Computer Mediated Conferencing (CMC) for effective learning in Open University Business School (OUBS) courses and the implications for successful implementation. We begin with a brief overview of potential barriers and the ways in which we attempted to overcome them. We then expand on this in the remainder of the paper. This practitioner perspective is based on an action research study in the OUBS, involving 300 part time management tutors using CMC based on FirstClassTM software as part of their multi-media distance learning courses (Salmon & Giles 1999). The results reported in this paper are intended to be a guide to help practitioners to make the most of the pedagogic opportunities provided by CMC.

Experiential Education. Making the most out of learning outside of the classroom.

Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Like any other instrument, a model assumes a specific intention of its user. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity. University at Colorado, Denver.

This is also available free with google scholar. This article focuses on factors which may cause this discrepancy, centering on two pitfalls that appear to impede achieving the desired results, namely taking for granted that participants will socially interact simply because the environment makes it possible and neglecting the social (psychological) dimension of the desired social interaction. It examines the social interactions which determine how groups develop, how sound social spaces characterized by group cohesion, trust, respect and belonging are established, and how a sense of community of learning is established. It concludes with an evaluation of educational techniques proposed by instructors and educators, as well as the findings of educational researchers and guidelines for avoiding the pitfalls.

The man who writes your students' papers tells his stor

benefits of using youtube to learn, and some constraints

In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts.

College students that make connections with faculty and peers are more likely to have an enhance learning experience.

The importance of continuous and prompt teacher feedback in the virtual classroom.

Online students need more support and feedback because they may feel alienated online. Read some strategies to provide feedback here!