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In March 1987, the AAHE Bulletin first published "Seven Principles for Good Practice in Undergraduate Education." With support from Lilly Endowment, that document was followed by a Seven Principles Faculty Inventory and an Institutional Inventory (Johnson Foundation, 1989) and by a Student Inventory (1990). The Principles, created by Art Chickering and Zelda Gamson with help from higher education colleagues, AAHE, and the Education Commission of the States, with support from the Johnson Foundation, distilled findings from decades of research on the undergraduate experience.

The "Seven Principles for Good Practice in Undergraduate Education," originally published in the AAHE Bulletin (Chickering & Gamson, 1987), are a popular framework for evaluating teaching in traditional, face-to-face courses. The principles are based on 50 years of higher education research (Chickering & Reisser, 1993). A faculty inventory (Johnson Foundation, "Faculty," 1989) and an institutional inventory (Johnson Foundation, "Institutional," 1989) based on these principles have helped faculty members and higher-education institutions examine and improve their teaching practices.

The flexibility, ease and accessibility of online distance learning courses can be attractive selling points to students faced with hectic schedules. The fact that those classes require the same amount of work as traditional classes, though, is not. Online distance education courses at the University of Alaska are in high demand each semester, but they come with a high drop rate as well. Although the courses have a high attrition rate, Shane Southwick, operations manager for UAA's distance education service, said it is still better than the national average.

The goal of this web site is to help reduce the impact of plagiarism on education and educational institutions. At present, it distributes free software to detect plagiarism and provides links to other resources. This site's sole author is Lou Bloomfield, Professor of Physics, University of Virginia, Box 400714, Charlottesville, VA 22904-4714, bloomfield @ virginia.edu.

This tutorial is designed to educate our faculty, staff, and students about copyright law and how it relates to them. BYU's official Copyright Policy states, "All members of the BYU community-faculty, staff, students, volunteers, and patrons-are expected to respect the rights of copyright owners as established by relevant state and federal laws. Members of the BYU community who disregard the Copyright Policy may be in violation of the Church Educational System Honor Code; may jeopardize their employment; may place themselves at risk for possible legal action; and may incur personal liability" (University Handbook). Simply stated, copyright compliance is a citizenship issue.

Online Nation: Five Years of Growth in Online Learning represents the fifth annual report on the state of online learning in U.S. higher education. This year's study, like those for the previous four years, is aimed at answering some of the fundamental questions about the nature and extent of online education. Supported by the Alfred P. Sloan Foundation and based on responses from more than 2,500 colleges and universities, the study addresses the following key questions:

Stanford University's Entrepreneurship Corner

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

Welcome to the Moodle community! Moodle is a Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It is a Free web application that educators can use to create effective online learning sites. Moodle.org is our community site where Moodle is made and discussed. Please use the menus to explore and join in!

This site offers instructors a starting point for designing websites to support distance education courses.

3/10/04 A City College evaluation of online courses from fall 2000 to fall 2001 states that most online classes have lower success rates than regular classes. In Fall 2000, for example, the online English 110 course had only a 26 percent success rate when all those who dropped with a grade of "W" were included. The same course offered on campus had a 70 percent success rate. In Fall of 2001, the success rate for online courses was 53 percent compared to 69 percent for the overall college and 67 percent for peer classes. Online classes also have higher drop rates than on-campus classes. Michael Gallegos, dean of educational programs, said overall the pass rates are about the same, but online drop rates are a different story.

In part one of this two-part series, we discussed technology for overall communication and safety/security in schools. Today we highlight classroom learning technologies January 14, 2008 By Jenny Carless, News@Cisco It is not always easy to reach consensus on important education issues. Concerned people, all of whom have children's best interests at heart, may not be able to agree on content or strategies. But one thing a majority of Americans do agree on, according to a recent poll, is the importance of information technology to the future of learning and 21st century skills.

Discussions in Distance Learning are a series of audiocasts featuring Del Mar College faculty discussing issues and trends in the fields of instructional technology and distance education. Each session is approximately 15 minutes in length and can be listened to by clicking the episode title. You can also subscribe to Discussions in Distance Learning by using a podcast subscription service, also known as an aggregator. Subscribing will download the latest episode directly to your computer each time you log in to your aggregator service. Popular aggregator subscription services include iTunes (www.itunes.com), Yahoo (podcast.yahoo.com), and Juice (juicereceiver.sourceforge.net).

Community colleges are increasingly finding that many of the issues they deal with on a day-to-day basis - retention and remedial education, to name two - are just as present among the students they don't see as the ones who show up for class on campus. That's because distance learners tend to drop out more readily than students who have regular, face-to-face contact with their instructors. And that fact, seen in retention statistics comparing students in traditional and online courses, motivated the City Colleges of Chicago to start at the beginning: at orientation. The system's Center for Distance Learning, which offers over 90 courses and has existed in some form for more than 50 years, started a project on student retention several years ago.

Unlocking Knowledge, Empowering Minds. Free lecture notes, exam, and videos from MIT. No registration required. "When I realized I could follow along with an MIT course... I thought, 'I can handle this!'" * Ali Sheikh Student United States Read more Free lecture notes, exams, and videos from MIT. No registration required. Learn more

Just as Malcolm Knowles is widely regarded as the father of adult learning theory, Robert Gagne is considered to be the foremost researcher and contributor to the systematic approach to instructional design and training. Gagne and his followers are known as behaviorists, and their focus is on the outcomes - or behaviors - that result from training.

Technological Pedagogical Content Knowledge (TPACK), builds on Shulman's idea of PCK, and attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).