Next Gen Learning

(PDF) Shea, P. (2007). Bridges and barriers to teaching online college courses: A study of experienced online faculty at 36 colleges. Journal of Asynchronous Learning Networks, 11(2), 73-128. From abstract, "This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments."

Citation provided in Engaging Faculty thread in Jam.

Author posted in Jam sections from his article to highlight some significant differences that might shape adoption of innovation among faculty: Gender - Two differences were identified with regards to gender. First, female respondents were more likely to report that they were motivated to teach online because online teaching accommodated other life needs (such as child care, transportation, and other family needs). Additionally females identified reduced commuting time or hassle as a motivator more frequently than their male counterparts (Tables 3 and 4). Age - With regards to age, more "mature" faculty (those 45 or over) were more motivated by opportunities to experiment with new pedagogy then were younger faculty (Table 5). Younger faculty were more motivated (perhaps unrealistically) by opportunities to demonstrate competencies important for tenure or promotion that they believed online teaching provided (Table 6). Younger faculty also reported being motivated by other material incentives that might be available for online teaching (Table 7) and were more likely to report that online teaching might be a condition of employment as a motivating factor (Table 8). Full-Time/Traditional versus Part-Time/Non Traditional. - Motivational differences were also identified by the employment status of the faculty. Part-time/Non-Traditional faculty (lecturers,instructors, and adjuncts) were over represented as a group that identified the capacity of online teaching to accommodate other life needs as a motivator for online teaching, while Full-time/Traditional faculty (assistant, associate, and full professors) were under represented in this category (Table 9). Part-time faculty were also somewhat more motivated by the possibility that online teaching could provide more free time for other professional activities and reduce commuting time or hassle (Tables 10 and 11). Parttime instructors were also more motivated by the opportunity to teach a new subject area and b

The Ohio Library and Information Network. OSTTS is based at Ohio Link

By Cynthia Powell, Scott Perkins, and Scott Hamm with Rob Hatherill, Louise Nicholson, and Dwayne Harapnuik in Educause Quarterly (EQ) vol 34 (4), 2011. Outlines the Mobile-Enhanced Inquiry-Based Learning (MEIBL) project, which supports student learning.

This EQ article is about a Wave I grantee project.

By Katherine Stevenson and Louis Zweier in Educause Quarterly (EQ) vol 34 (4), 2011. This model, developed at California State University, Northridge, pairs a supplemental hybrid course with an existing math course as an added intervention for students.

This project is a Wave 1 grantee.

As per the Welcome statement, "This Blended Learning Toolkit is a free, open resource for educational institutions interested in developing or expanding their learning initiatives." The project was developed at the University of Central Florida, in partnership with the American Association of State Colleges and Universities.

The Toolkit is a Wave 1 grantee.

With the tagline, Do It In Four, STAR is a student support system to help University of Hawaii undergraduates complete their education in 4 years. They system is web-based and, with tracking, helps students identify potential problem situations with their schoolwork, before the problems escalate.

STAR is a wave 1 grantee.

From the site: "Wayang Outpost is an intelligent electronic tutoring system that uses multimedia and animated adventures to help prepare middle and high school students for standardized math tests....

Wayang is a Wave 1 grantee.

Open source software developed at the University of Michigan that enables users to develop tailored course material "designed specifically for an individual based on data known about that individual."

MTS is a Wave 1 grantee.

By Josh Baron and Kim Thanos, Educause Quarterly (EQ), vol 34(4), 2011. This paper looks at two projects -- Kaleidoscope, which works with OERs and OAII, which looks at academic analytics -- and imagines how they might work together to "facilitate a cost-effective systemic approach to address the challenge of college completion."

Both projects (Cerritos College and Marist College) are wave 1 grantees.

By Thomas B. Cavanagh in Educause Quarterly (EQ), vol 34 (4), 2011. Blended Learning Toolkit is an open-access resource that looks to improve student performance and retention.

Blended Learning Toolkit is a wave 1 grantee.

By David Gibson and Stacy Kruse in Educause Quarterly (EQ), vol 34(4), 2011. SimSchool is an application that enables pre-service teachers to practice with a classroom simulation.

SimSchool is a wave 1 grantee.

By Russ Little in Educause Qurarterly (EQ), vol 34 (4), 2011. Student Success Plan is case-management software used by Sinclair Community College to improve student retention and college completion rates. This paper describes the project, as well as plans to expand services beyond Sinclair.

Student Success Plan is a wave 1 grantee.

Project of the University of California to create "student-centered educational opportunities" online and to enable researchers to then use assessment data to look at "how online education can be effectively integrated into the UC undergraduate curriculum."

This UC project is a Wave 1 grantee.

This project explicitly works to "disrupt the cycle of poverty" with a blended learning approach for targeted students in New York State to "catch up" and "complete" their educations. The project includes "an enhanced developmental math course and a Blended Online degree program."

This project is a Wave 1 grantee.

This is the project page, with links to all aspects of the project, including project members, papers and demos, design and implementation, etc. The project was developed by Carnegie Learning.

Math Fluency Data Collaborative (MFDC) is a Wave 1 grantee.

By Josh Fischman, and part of The Chronicle (of Higher Education's) 2011 Special Report on Online Learning, published Nov 6 2011. Central Piedmont Community College developed an Online Student Portal learning system to improve retention among its students. They have had success with the system (in use 2004-2008). Now, with a Next Gen grant, they will roll the system out to 6 additional local schools to see if they can match the retention improvements. The system is based both on learning styles and on frequent intervention by students and counselors.

The Online Student Portal learning system is a wave 1 grantee.

By Kevin Mauser, John Sours, Julianna Banks, Randy Newbrough, Tom Janke, Lorie Shuck, Lin Zhu, Gina Ammerman, and Pratibha Varma-Nelson in Educause Quarterly (EQ), vol 34 (4) 2011. Paper profiles the peer-led team learning project cyberPLTL.

cPLTL is a Wave 1 grantee.

This is the project page for cPLTL, a '"cyber" evolution of Peer-Led Team Learning (PLTL) to an online format.' From the overview, "PLTL is a model of teaching that preserves the lecture and replaces recitation in science courses with a weekly two-hour session. During these interactive sessions (workshops), six to eight students work as a team to solve carefully constructed problems under the guidance of a peer leader." With web conferencing, students can work virtually.

This project is a wave 1 grantee.

By Matt Leavy and Steve Rheinschmidt in Educause Quarterly (EQ) vol 33 (4), 2010. ICCOC, the Iowa Community College Online Consortium, is using "analytics to identify at-risk students so that educators could intervene...." The analytics are drawn from ICCOC's online learning platform, Pearson LearningStudio.

The e-analytics project at ICCOC is a wave 1 grantee.

Project pages for OAAI, which hopes to "develop, deploy and release an open-source ecosystem for academic analytics designed to increase student content mastery, semester-to-semester persistence and degree completion in postsecondary education."

OAAI is a wave 1 grantee.