COS - Online Instruction

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.

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).

Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop-out, Withdrawal and Non-completion Rates of Adult Learners undertaking eLearning Programmes

There is no shortage of associate degree programs online, but private four-year colleges don't tend to run them. Looking for a job? See all new postings Browse all job listings: Faculty: 3,150 Administrative: 1,453 Executive: 201 FEATURED EMPLOYERS Post a job Related stories * When IM Is the Best Way to Stay on Top, Aug. 29 * Distance Ed Continues Rapid Growth at Community Colleges, April 7 * Making Online Learning Mandatory, April 17, 2007 * Surge in Distance Ed at Community Colleges, April 16, 2007 * Scrutiny for Transfer Program, Feb. 21, 2007 E-mail this page E-mail Print this page Print This fall, Tiffin University is trying a new model for an online two-year degree program. The institution, which was founded in 1888, is launching an associate of arts degree in general studies as part of what it calls Ivy Bridge College, an online-only program that targets traditional-aged students who intend to transfer into four-year institutions once they're done. The program is unusual for being developed at a four-year private college, and also because of who it intends to enroll and what kind of degree the students will be earning.

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).

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.

Video recording of my talk to the International Conference on Open Courseware and eLearning in Taipei, Taiwan, June 13, 2007.

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.

In 2007, the Sloan Consortium issued a report on the extent and nature of online learning in K-12 schools. Entitled, K-12 Online Learning: A Survey of U.S. School District Administrators, this report was welcomed by professional organizations and the popular media interested in the use of online technology for instruction in the public schools. It was based on a national survey of school district administrators during the 2005-2006 academic year. It was one of the first studies to collect data on and compare fully online and blended learning (part online and part traditional face-to-face instruction) in K-12 schools. The purpose of this current study is to replicate the original study in order to substantiate its findings and to examine what if any changes occurred in online learning in K-12 school districts. The current study was conducted two years later and was based on a national survey of school district administrators during the 2007-2008 academic year.

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:

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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

The following is a Grasha-Riechmann teaching style survey. Respond to each of the items below in terms of how you teach. If you teach some courses differently than others, respond in terms only of one specific course. Fill out another survey for the course(s) that you teach in a different style. Try to answer as honestly and as objectively as you can. Resist the temptation to respond as you believe you should or ought to think or behave, or in terms of what you believe is the expected or proper thing to do.

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.

We invite you to browse through the following studies and websites, which summarize the significant amount of research that has been conducted pertaining to the effectiveness of online instruction. The links below include a brief summary of the research, some examples, and an additional link to the study itself, for more information.

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