A critique of an article published by USA Today titled"'Flipped classrooms' may not have any impact on learning." Research into the effectiveness of classroom practices is vital, but the USA Today article makes the article title's striking pronouncement based on unfinished and very limited "preliminary research."

The authors describe a simple two-stage exam method used in the physics department at the University of British Columbia. Two-stage exams provide an engaging collaborative learning opportunity which very effectively increases student mastery of the material.

The author discusses recent research indicating that students spend most of their study time using the least effective study techniques and speculates on what teachers can do to promote the most effective techniques.

Some early lessons from MOOCs including benefits in the flipped classroom.

A professor of learning technology discusses some of the questions faculty should ask themselves about effectively grading digital assignments.

If any liberal arts college was likely to step into the MOOC world, it would be one offering cross-listed courses with MIT, one of the founders of the MOOC provider EdX. This will be one to keep an eye on for small, elite liberal arts colleges like Kenyon. 

Clay Shirkey, author of "Here Comes Everybody," examines the challenge posed to U.S. higher education by massive open online courses, or MOOCs. Shirkey is the author of "Here Comes Everybody," a book he says is about "what happens when people are given the tools to do things together, without needing traditional organizational structures." In this article, he describes the same dynamic at work in the disruptive potential of MOOCs to all but the most elite institutions of higher education in America. 

Covers the adoption of clickers for instant feedback in a broad range of venues, including such diverse places as fire departments, churches, cruise ships and schools.