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alexandra m. pickett

My Reflections in ETAP 640 - 0 views

almcqu.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • it would be interesting to see the numbers for 2012,
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      I wish i had access to that data. When we decentralized in our move to ANGEL we lost access to system-wide data like this.
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • ...64 more annotations...
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      I would have liked more detail and critical analysis of these reports.
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • I miss the ability and opportunity to chat casually with students in an online course the same way I would before or after a F2F course, even if it doesn’t directly relate to my learning. 
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      are you not comfortable initiating that in the bulletin board created for that purpose?
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      your blog looks great Amy! check the blog roll. you are missing my blog from the list and george is no longer in the course. someone else is missing too.
  • I am following the directions.
  • Are there things that Moodle (or even Angel, per the courses for observation) can do that don’t replicate this structure? 
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 12
       
      part of the problem is that the LMS imposes a pedagogy. They have embedded into their DNA a teacher-centric cultrure-specific pedagogy. just look at how they label things... you can't get any more teacher-centered that referring to things as "lessons!" Fortunately in ANGEL at least you can change that... not so in BB. i chaffe under that imposition. This imposed pedagogy is largely due, in my opinion, to the fact that it is application developers, not instructional designers, that developed the LMS. We are stuck having to use tools that are inadequate for the purposes to which we must apply them. They are NOT flexible, they do NOT allow for creativity and innovation. It is a constant fight/struggle to work around their limitations and constraints to get them to DO what you want need them to do. I hate all LMSs equally.
  • Reiss doesn’t believe that all children are or should be curious and that curiosity doesn’t always motivate student learning. 
  • Should every class be for every student?
  • developing the course isn’t enough, classroom management is required throughout the course, especially for students who drop in and out. 
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I care.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 12
       
      the fact that you care about "her" and the fact that you understand that you are still learning mean it is highly unlikely that you will fail her  : ) 
Joan McCabe

Assessment Design and Cheating Risk in Online Instruction - 0 views

www.westga.edu/...on_lambrinos_buffolino133.html

assessment cheating proctored exams

shared by Joan McCabe on 21 Jun 12 - No Cached
  • 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.
  • 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.
  • 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.
  • ...1 more annotation...
  • Summary and Conclusions This study reports three principle findings.  First, from a survey of student opinion it is reported that 59% believe that the frequency of cheating is the same in both the online and the f2f instructional format. The proportion is significantly greater than 50% at the .05 level. It is also reported that the responses to the question of cheating and instructional format are significantly different depending on whether the student came from an online class or a f2f class, but only at a p-value of .1060.  Recalling the literature review in Table 1, which reported mixed findings by previous empirical studies, an interesting implication for future research is whether student experience with each instructional format influences student perceptions of differences in the frequency of cheating. Second, on proctoring and the frequency of cheating on essay exams and multiple choice exams, it is reported that roughly half of the respondents perceive unproctored assessments as having greater cheating risk than the same assessment in a proctored format, and half think they have equal cheating risk. These findings are consistent with the conventional perception that in a side by side comparison of two courses with comparable content and predominately multiple choice exam assessments, the course with unproctored exams is viewed as having greater cheating risk. Third, in our analysis of assessment design in 20 online courses it is reported that 70% base roughly half the course grade on unproctored multiple choice exams.     These findings imply that online courses, which have unproctored multiple choice exams, can reduce perceived cheating risk by proctoring some of their multiple choice exams without significantly altering the original mix of assessment types. Gresham’s Law suggests that online courses debased by assessment designs with high cheating risk will displace courses with relatively lower cheating risk. Institutions of higher education tone deaf to the issue of proctoring online multiple choice assessments may understandably find other institutions reluctant to accept these courses for transfer credit.  The benefit of proctoring is not without cost.  A proctored exam limits the spatial and the asynchronous dimensions of online instruction, which may have been the core reason the student enrolled in the online. These costs can be mitigated to some extent by early announcement of the time and date of the exam, by allowing for some flexibility of time of exam, and by permitting use of alternate certified proctoring centers. The costs to individual instructors are formidable but there are potentially significant economies of scale to be realized by integration of online courses with an existing system that administers proctoring of exams for f2f classes.  Proctoring of some multiple choice exam assessments will reduce cheating risk. The elephant in the room, however, is the cheating risk on non-exam unproctored assessments (for example term papers, essays, discussion, and group projects). These are widely used in f2f instruction and, as online instruction evolves, will likely become equally widely used in online courses. These assessments are valuable because they encourage learning by student-to-student and student-to-faculty interactions, and because they measure Bloom’s higher levels of learning. These assessments have higher cheating risk than proctored multiple choice exams. These assessments, more so than multiple choice exams, challenge the ability of faculty and administration to inspire students to behave ethically and to refrain from academic misconduct.
  • Joan McCabe on 21 Jun 12
     
    Two views on online assessment. Student and teacher opinions on online assessment. How to reduce cheating.
Alicia Fernandez

Digital natives: Everyday life versus academic stud y - 0 views

ro.uow.edu.au/...viewcontent.cgi

digital natives net generation higher education technology

shared by Alicia Fernandez on 03 Jun 14 - No Cached
  • Alicia Fernandez on 03 Jun 14
     
    Access to and use of technology by 'digital native' students studying in our universities has been an area of much speculation, though relatively little empirical research. This has led some pundits to call for a radical rethink of how higher education uses technology to deliver education. Others are more circumspect and think it is necessary to hear directly from these 'digital natives' about their actual technology practices before jumping to such conclusions. This paper reports on a study that aimed to do just that; the study comprised a survey of the technology access and practices in both everyday life and for academic study of first year university students. The findings suggest that, for the participants of this study, access and usage of technology does not neatly fit into the stereotype of the 'digital native'. Access to and use of some technologies was found to be quite high whilst others have significant levels of non-adoption. A comparison was made between technologies and activities undertaken as part of students' everyday life in contrast to their academic study and it was found that the usage rates were generally lower for academic study. Access to and use of different technologies for different purposes is variable and university teachers and policymakers need to take this variability into account when making changes at the course or institution levels. What is also required is more in-depth investigation of the technology practices of these 'digital natives' to understand how technology is transforming their social and academic lives and, importantly, how they are shaping technology to suit their lives.
lkryder

Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views

www.nytimes.com/...21memory.html

tests quizzes assessment brain based learning constructivism knowledge studying nytimes

shared by lkryder on 10 Jun 14 - No Cached
  • students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
  • the illusion that they know material better than they do.
  • “I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
  • ...7 more annotations...
  • These other methods not only are popular, the researchers reported; they also seem to give students
  • The final group took a “retrieval practice” test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.
  • But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.
  • we are organizing it and creating cues and connections that our brains later recognize.
  • But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
  • The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
  • Howard Gardner, an education professor at Harvard who advocates constructivism — the idea that children should discover their own approach to learning, emphasizing reasoning over memorization — said in an e-mail that the results “throw down the gauntlet to those progressive educators, myself included.” “Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
    • lkryder
      lkryder on 10 Jun 14
       
      I am impressed by the constructivist community realizing what a powerful study this is. I think this is an indication of what we will start to see as brain based learning studies increasingly show us what is happening biologically when we learn.
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database
Diane Gusa

Study Hacks » Blog Archive » Adventure Studying: An Unconventional New Approa... - 0 views

calnewport.com/...w-approach-to-exam-preperation

adventure studying study writing vacation moodle ACTIVITY teaching

shared by Diane Gusa on 18 Jun 11 - Cached
  • Conventional wisdom says: studying happens on campus, or, if you’re feeling particularly crazy, maybe in a Starbucks near campus. And that’s it. It is supposed to be a grind that takes place in in the same old boring libraries surrounded by the same old boring people.
  • adventure studying.
  • Our minds crave novelty
  • ...5 more annotations...
  • paper writing in novel environments
  • be more creative
  • form stronger comprehension
  • Just because it’s “tradition” to spend the week before exams holed up in the library in some macho display of academic self-flagellation, this doesn’t mean that you have to follow this path.
  • If you take up the adventure studying challenge — and I hope you do
Irene Watts-Politza

ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views

www.sciencedirect.com.libproxy.albany.edu/...S0360131510002095

CoI Shea 'learning presence

shared by Irene Watts-Politza on 18 Jul 12 - No Cached
  • This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
  • Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
    • Irene Watts-Politza
      Irene Watts-Politza on 18 Jul 12
       
      Is this an aspect of assessment that is adequately addressed?
  • We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
  • ...19 more annotations...
  • self-efficacy can be viewed as a subjective judgment of one’s level of competence in executing certain behaviors or achieving certain outcomes in the future. Self-efficacy has been identified as the best predictor of college GPA and among the best predictors of college persistence through meta-analytic research (Robbins et al., 2004). Further, commenting on the state of the art in self-regulated learning research Winne suggested that self-regulation is contingent on positive self-efficacy beliefs, arguing that “learners must subscribe to a system of epistemological and motivational beliefs that classifies failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve better” (Winne, 2005). This contrast of failure attribution as trait (e.g., “I’m just not good at math”) versus failure as occasion to be informed (“I can control, adapt, and learn from this”) is a classic view of maladaptive and adaptive self-efficacy beliefs.
  • In the current study we therefore examine the relationship between CoI constructs and elements of self efficacy in order to begin to investigate the larger theme of collaborative online learner regulation and learning presence.
  • Thus, self-efficacy is “concerned not with what one has but with belief in what one can do with whatever resources one can muster” (Bandura, 2007, p. 6).
  • Bandura has noted that slightly elevated efficacy can have a bigger impact on subsequent performance. Overestimating one’s capabilities to produce a behavior and outcome may boost performance and give rise to motivation to persist in face of obstacles and seatback, while the opposite is true for underestimating one’s capabilities, which may suppress productive goals, persistence and effort (Bandura, 2007). Thus there is an important connection between self-efficacy, effort, and subsequent performance.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This has implications for course attrition rates.
  • Positive psychological and emotional states in the aftermath of successful execution of certain academic behaviors naturally lead to sense of competence and subsequently results in enhanced sense of efficacy.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This is the "feeling of satsfaction" Lisa Martin referred to in her Module 3 posts on social presence.
  • We suggest here that elements within the CoI framework may serve as mechanisms for supporting self-efficacy. Specifically we conjecture that effective teaching presence and positive social presence should serve as sources of social persuasion and positive affect supportive of self-efficacy.
  • (Bandura, 1997). These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance ( [Bong, 2004], [Caraway et al., 2003], [Chemers et al., 2001], [Choi, 2005], [Smith et al., 2001] and [Vrugt et al., 2002]).
  • The participants in the study were a random sample of 3165 students from 42 two- and four-year institutions in New York State.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      SLN? See how many things you can learn with one really great data set?
  • Gaining knowledge about the reasons for learning and achievement of online students has attracted a great deal of attention among both researchers and practitioners. Understanding the factors that have an influence on the success of online education has significant implications for designing productive online communities.
  • Reviewing studies that investigated elements of online learner self-regulation
  • This ongoing project to document all instances of teaching, social, and cognitive presence in complete online courses also resulted in identification of learner discourse that did not fit within the model, i.e. could not be reliably coded as indicators of teaching, social, or cognitive presence ( [Shea, 2010] and [Shea et al., 2010]).
  • Additional work on the CoI model (Shea, Vickers, & Hayes, 2010) suggested that past research methods may have resulted in a systematic under representation of the instructional effort involved in online education.
  • These exceptions represent interesting data for refining and enhancing the model as they suggest that learners are attempting to accomplish goals that are not accounted for within the CoI framework.
  • In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
  • the CoI framework attempts to articulate the social, technological, and pedagogical processes that engender collaborative knowledge construction. It therefore represents an effort to resolve the greatest challenge to the quality of online education
  • Learner discussions also included efforts to divide up tasks, manage time, and set goals in order to successfully complete group projects. As such they appeared to be indicators of online learner self and co-regulation, which can be viewed as the degree to which students in collaborative online educational environments are metacognitively, motivationally, and behaviorally active participants in the learning process (Winters & Azevedo, 2005).
  • the authors concluded that all the studies converged on advantageous outcomes for providing support for “metacognitive” learning strategies including self-reflection, self-explanation, and self-monitoring.
  • successfully orchestrating a dialogue demands fairly sophisticated skills. Conversational contributions need to be simultaneously parsed according to their disciplinary value, their location within the chain of collective argumentation, their relevance to the instructional goals, and their role as indicators of the student’s ongoing understanding. The outcome of this complex appraisal is a sense of the amount and quality of the guidance that specific contributions and the conversation as a whole require to support learning.” (Larreamendy-Joerns & Leinhardt, p. 591)
  • Zhao et al. also concluded that studies in which instructor interaction with students was medium to high resulted in better learning outcomes for online students relative to classroom learners.
  • Catherine Strattner on 18 Jul 12
     
    This article also addresses the relationships between each of the presences and proposes an additional presence- Learner Presence.
lkryder

Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping - 0 views

www.sciencemag.org.libproxy.albany.edu/...772.full

retrieval practice learning studying concept mapping

shared by lkryder on 10 Jun 14 - No Cached
  • Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.
  • lkryder on 10 Jun 14
     
    Results of study on quizzing vs concept mapping - new information about "practice retrieval" and learning
  • lkryder on 10 Jun 14
     
    This is the study that explores the results of "practice retrieval" by administering quizzes after new information is introduced, and how that compares to student results of those who used concept mapping instead.
Alicia Fernandez

The Technology Source Archives - Effective Student Preparation for Online Learning - 0 views

technologysource.org/...reparation_for_online_learning

online orientation course online learning online student attitudes student preparation faculty preparation student orientation

shared by Alicia Fernandez on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    This study has engendered several recommendations for the use and design of online orientation courses. Effective student and faculty preparation for the Web-based teaching and learning environment can make a significant impact on student success in their studies, thus increasing retention and curriculum completion.
  • Alicia Fernandez on 12 Jun 14
     
    This study has engendered several recommendations for the use and design of online orientation courses. Effective student and faculty preparation for the Web-based teaching and learning environment can make a significant impact on student success in their studies, thus increasing retention and curriculum completion.
alexandra m. pickett

Material Detail - 1 views

www.merlot.org/...viewMaterial.htm

shared by alexandra m. pickett on 22 Jul 08 - Cached
  • The Best Online Teaching Practices Study is an ongoing study by UMUC's Institute for Research and Assessment that seeks to identify processes for effective teaching and learning online. The findings from the study support the underlying prnciples that have an impact on online teaching and learning. The study uses an educational model that builds on existing research and knowledge of effective teaching and learning practices in traditional formats. The study uses a mixed method approach and is carried out in multiple phases.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 08
       
      check out this UMUC resource on effective online teaching practices. : ) me
Alicia Fernandez

A Longitudinal Study of Online Learners: Shoppers, Swirlers, Stoppers, and Succeeders a... - 0 views

www.westga.edu/...layne_boston_ice162.html

online learning demographic predictors retention persistence

shared by Alicia Fernandez on 02 Jul 14 - No Cached
  • Alicia Fernandez on 02 Jul 14
     
    The purpose of this study was (1) to identify significant student demographic predictors among students who dis-enroll ("stoppers"), reenroll ("swirlers" and/or "shoppers"), and/or complete their online program of study ("succeeders"), and (2) to calculate the variance among the significant predictors.
Lisa Martin

The Dove® Campaign for Real Beauty - 0 views

www.dove.us/...campaign-for-real-beauty.aspx

dove beauty self-image

shared by Lisa Martin on 31 May 12 - No Cached
  • In 2011, Dove® released the findings of its largest global study to date on women’s relationship with beauty—The Real Truth About Beauty: Revisited. The study revealed that only 4% of women around the world consider themselves beautiful, and that anxiety about looks begins at an early age. In a study of over 1,200 10-to-17-year-olds, a majority of girls, 72%, said they felt tremendous pressure to be beautiful. The study also found that only 11% of girls around the world feel comfortable using the word beautiful to describe their looks, showing that there is a universal increase in beauty pressure and a decrease in girls' confidence as they grow older. Though Dove® efforts have moved the needle in a positive direction, there is more to be done
  • Lisa Martin on 31 May 12
     
    Some startling statistics about girls' self-image and ideas of beauty.
Heather Kurto

The Future of Online Teaching and Learning in Higher Education: The Survey Sa... - 0 views

www.educause.edu/...education-survey-says%E2%80%A6

Survey online teaching

shared by Heather Kurto on 06 Jul 12 - No Cached
  • misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents.
  • Adding to this dilemma, bored students are dropping out of online classes while pleading for richer and more engaging online learning experiences.1 Given the demand for online learning, the plethora of online technologies to incorporate into teaching, the budgetary problems, and the opportunities for innovation, we argue that online learning environments are facing a "perfect e-storm," linking pedagogy, technology, and learner needs.
  • cation. In this study, Keeton interviewed faculty in postsecondary institutions, who rated the effectiveness of online instructional strategies. These instructors gave higher ratings to online instructional strategies that "create an environment that supports and encourages inquiry," "broaden the learner's experience of the subject matter," and "elicit active and critical reflection by learners on their growing experience base."12
  • ...7 more annotations...
  • When asked about several emerging technologies for online education, 27 percent of respondents predicted that use of course management systems (CMSs) would increase most drastically in the next five years. Those surveyed also said that video streaming, online testing and exam tools, and learning object libraries would find significantly greater use on campus during this time. Between 5 and 10 percent of respondents expected to see increases in asynchronous discussion tools, videoconferencing, synchronous presentation tools, and online testing.
  • this study found that the most important skills for an online instructor during the next few years will be how to moderate or facilitate learning and how to develop or plan for high-quality online courses (see Table 2). Being a subject-matter expert was the next most important skill. In effect, the results indicate that planning and moderating skills are perhaps more important than actual "teaching" or lecturing skills in online courses. As Salmon pointed out, online instructors are moderators or facilitators of
  • As a result, enhancing pedagogy is perhaps the most important factor in navigating the perfect e-storm. In the present study, respondents made predictions about the quality of online education in the near future and about how online courses would be taught and evaluated.
  • Instructors' abilities to teach online are critical to the quality of online education.
  • ), and educational opportunities.25Online Teaching Skills.
  • Our findings also indicated that, in general, respondents envisioned the Web in the next few years more as a tool for virtual teaming or collaboration, critical thinking, and enhanced student engagement than as an opportunity for student idea generation and expression of creativity.
  • What if institutions took the opposite stance and measured face-to-face courses based on whether they could accomplish all that online instruction can?
  • Gary Bedenharn on 06 Jul 12
     
    The study of what online teaching might look like in the near future.
Irene Watts-Politza

Can e-Learning Replace Classroom Learning? - 0 views

scholar.google.com/scholar_url

e-Learning vs. classroom etap640 Module 6

shared by Irene Watts-Politza on 13 Aug 12 - No Cached
  • Irene Watts-Politza on 13 Aug 12
     
    Results of study done at Arizona State U using Virtual Mentor program as a learner-centered approach to online study among a segment of freshmen and sophomore classes. 2004 results reportage.
Irene Watts-Politza

Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views

www.irrodl.org/...1270

shared by Irene Watts-Politza on 07 Jun 12 - Cached
  • 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.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Go, Dr. Pickett!
  • issues of pedagogy, dialogue, and interaction
  • guide the coding of transcripts.
  • ...22 more annotations...
  • Social presence is the perceived presence of others in mediated communication (Rourke, Garrison, & Archer, 1999), which Garrison et al. (2000) contend supports both cognitive and teaching presence through its ability to instigate, to sustain, and to support interaction. It had its genesis in the work of John Dewey and is consistent with all theoretical approaches to learning in higher education.
  • Teaching presence is defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing [students’] personally meaningful and educationally worthwhile outcomes” (Anderson et al., 2001, p.5). Vygotsky’s (1978) scaffolding analogies illustrate an assistive role for teachers in providing instructional support to students from their position of greater content knowledge. Although many authors recommend a “guide on the side” approach to moderating student discussions, a key feature of this social cognition model is the adult, the expert, or the more skilled peer who scaffolds a novice’s learning
  • Shea, Pickett, & Pelz , 2004
  • Each category of a tutor’s presence is vital to learning and to the establishment of the learning community; tutors' behavior must be such that they are seen to be “posting regularly, responding in a timely manner and modeling good online communication and interaction” (Palloff & Pratt, 2003, p.118). Without an instructor’s explicit guidance and “teaching presence,” students were found to engage primarily in “serial monologues” (Pawan et al., 2003). Baker (2004) discovered that “instructor immediacy, i.e., teaching presence (Rourke et al., 1999), was a more reliable predictor of effective cognitive learning than whether students felt close to each other. Studies have demonstrated that instructor participation in threaded discussion is critical to the development of social presence (Shea, Li, Swan, & Pickett, 2005; Swan & Shih, 2005) and sometimes not fully appreciated by online faculty (Liu, Bonk, Magjuka, Lee, & Su, 2005). Shea, Li, and Pickett (2006) proposed that teaching presence – viewed as the core role of the online instructor – is a promising mechanism for developing learning community in online environments.
  • students ranked instructor modeling as the most important element in building online community, while instructors ranked it fourth.
  • Shea (2006), who completed an extensive study of teaching presence and online learning, concluded that two categories (“design” and “directed facilitation”) sufficed to define the construct.
  • Kalman, Ravid, Raban, and Rafaeli (2006) argued that interactivity is an essential characteristic of effective online communication and plays an important role in keeping message threads and their authors together. Interactive communication (online as well as in traditional settings) is engaging, and loss of interactivity results in a breakdown of the communicative process.
  • Research indicates the existence of a relationship between learners’ perceptions of social presence and their motivation for participation in online discussions (Weaver & Albion, 2005).
  • Northrup (2002) found that online learners felt it was important for instructors to promote collaboration and conversation. When interactive activities are carefully planned, they lead not only to greater learning but also to enhanced motivation (Berge 1999; Northrup, 2002).
  • Researchers have suggested that timing of messages can serve as a proxy for a sense of social presence (Blanchard, 2004), as an indication of attentiveness (Walther & Bunz, 2005) or respect (Bargh & McKenna, 2004), and as a clue to the sociability of a community (Maloney-Krichmar & Preece, 2005). As such, the frequency of messages may serve as a signal for how engaged participants are with the community.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Agreed.
  • Eom found that the most significant factors for increasing student satisfaction with online classes are paying attention to students and responding to their concerns.
  • The highly esteemed instructor was especially active from semester midpoint to semester end; she more than doubled her active participation in both teaching presence (especially discourse and instruction) and social presence (all three categories).
  • the lack of specific, progressively structured inquiry tasks and/or the lack of facilitation skills (teaching presence/facilitating discourse) may have contributed to the relatively limited occurrences of cognitive presence.
  • something else accounted for the extreme satisfaction and dissatisfaction experienced by students in the two forums. The something else may be the two exceptional events that occurred during the third month: The instructor held in low esteem became nearly dysfunctional, while the highly esteemed instructor exhibited very high teacher presence and social presence (see Table 3 and 4).
  • Shea, Pickett, and Pelt (2003) found that students’ perceived teacher presence also correlates with perceived learning as well as with students’ satisfaction with the forum. This correlation points to the tentative conclusion that teaching presence affords learning by setting a convenient climate.
  • we suggest that students’ perceived learning in course forums has a significant impact on their participation
  • the table is suggestive of the eventual possibility of having an “objective” tool for evaluating the quality of a given forum.
  • (Anderson et al., 2001).
  • Teaching effectiveness may be defined as how an instructor can best direct, facilitate, and support students toward certain academic ends, such as achievement and satisfaction. Teaching effectiveness has been investigated extensively in traditional classrooms for more than seven decades (for a meta-analysis of empirical studies from 1995-2004, see Seidel & Shavelson, 2007). Over the past five years, research has become directed toward teaching effectiveness in online or virtual classes. As a preface to our study, we discuss findings and conclusions concerning teaching effectiveness in traditional classrooms.
  • Journal Help ISSN: 1492-3831 Journal Content Search All Authors Title Abstract Index terms Full Text Browse By Issue By Author By Title User Username Password Remember me Article Tools Abstract Print this article Indexing metadata How to cite item Review policy Email this article (Login required) Email the author (Login required) Post a Comment (Login required) Font Size Make font size smaller Make font size default Make font size larger SUBSCRIBE TO MAILING LIST 5,591  subscribers Select Language​▼ function googleTranslateElementInit() { new google.translate.TranslateElement({ pageLanguage: 'en', autoDisplay: false, layout: google.translate.TranslateElement.InlineLayout.SIMPLE }, 'google_translate_element'); } Home About Register Archives Announcements Resources Submissions http://www.irrodl.org/
  • One of the most widely cited sources for teacher effectiveness in traditional classrooms is Chickering and Gamson (1987), who suggested seven principles for good practice in undergraduate education.
  • encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, respects diverse talents and ways of learning.
Fiona Grady

Project Information Literacy: A large-scale study about early adults and their research... - 0 views

www.diigo.com/...ttp%3A%2F%2Fprojectinfolit.org

information literacy study adults habits

shared by Fiona Grady on 05 Jun 12 - No Cached
  • Fiona Grady on 05 Jun 12
     
    Project Information Literacy is a national study about early adults and their information-seeking behaviors, competencies, and the challenges they face when conducting research in the digital age. Based in University of Washington's iSchool, the large-scale research project investigates how early adults on different college campuses conduct research for course work and how they conduct "everyday research" for use in their daily lives..
Liz Keeney

Progressivism & America's Rise to World Power - 0 views

www.academicamerican.com/...index.html

Module 4 Assignment ETAP640

shared by Liz Keeney on 16 Jul 13 - No Cached
  • With input from the “muckrakers”—journalists such as Ida Tarbell, Lincoln Steffens and others—and under the leadership of Theodore Roosevelt and many other political and business leaders, the nation began to clean up its act.
    • Liz Keeney
      Liz Keeney on 16 Jul 13
       
      This is a great general statement of what my online course will entail.
  • Progressive Era Documents
    • Liz Keeney
      Liz Keeney on 16 Jul 13
       
      Great documents that can aid student learning. This contains primary source materials that should help students in my future course complete their "artifact" portfolio
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  • Imperialism & War Documents
  • External Links
    • Liz Keeney
      Liz Keeney on 16 Jul 13
       
      Students (and instructors) are able to further their research and understanding of the Progressive Era by following the below links to outside websites.
  • Liz Keeney on 16 Jul 13
     
    An online social studies textbook for the Progressive Era. It contains articles, resources, and activities to teach this time period in a social studies environment
Alena Rodick

Learners' Perceived Information Overload in Online Learning via Computer-Mediated Commu... - 0 views

eric.ed.gov/?id=EJ962651

instructional theory information overload

shared by Alena Rodick on 22 Jun 14 - No Cached
  • Alena Rodick on 22 Jun 14
     
    Many studies report information overload as one of the main problems that students encounter in online learning via computer-mediated communication. This study aimed to explore the sources of online students' information overload and offer suggestions for increasing students' cognitive resources for learning.
sherrilattimer

How Much "Group" is there in Online Group Work? | The Sloan Consortium - 0 views

sloanconsortium.org/...-group-there-online-group-work

group online

shared by sherrilattimer on 16 Jun 14 - No Cached
  • sherrilattimer on 16 Jun 14
     
    The ability to work in groups across time and space has become a frequent requirement for the workplace and is becoming increasingly more common in higher education, but there is a surprising lack of research on how online groups work. This study applies analytical approaches used in studies of face-to-face classroom "talk" to multiple groups in two asynchronous online high school courses. We investigated two activities focused on group problem-solving styles-one for deciding how to work as a group, and a second for responding to the content of the assignment. We found successful groups to have benefited from directive leadership, and the division of labor amongst most groups to be in parallel rather than collaborative.
  • sherrilattimer on 16 Jun 14
     
    Link to the pdf
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