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But these cases — typical ones, according to writing tutors and officials responsible for discipline at the three schools who described the plagiarism — suggest that many students simply do not grasp that using words they did not write is a serious misdeed.

Digital technology makes copying and pasting easy, of course. But that is the least of it. The Internet may also be redefining how students — who came of age with music file-sharing, Wikipedia and Web-linking — understand the concept of authorship and the singularity of any text or image.

“When you’re sitting at your computer, it’s the same machine you’ve downloaded music with, possibly illegally, the same machine you streamed videos for free that showed on HBO last night.”

“Do use our network to connect to other students and adults who share your passions with whom you can learn.” “Do use our network to help your teachers find experts and other teachers from around the world.” “Do use our network to publish your best work in text and multimedia for a global audience.” “Do use our network to explore your own creativity and passions, to ask questions and seek answers from other teachers online.” “Do use our network to download resources that you can use to remix and republish your own learning online.” “Do use our network to collaborate with others to change the world in meaningful, positive ways.”

Do some students watch the Kanye West dissing Taylor Swift video on YouTube when they should be doing their work? Of course they do. But this experience has shown me that THIS IS THE WAY students should be learning…

​E-learning is a growing trend at community colleges, according to survey results from the National Association for Community College Entrepreneurship (NACCE) and Hewlett-Packard (HP).

E-learning is already used at 47 percent of community colleges and is expected to increase to 55 percent within two years. The survey of 578 community college faculty was conducted by Eric Liguori, an assistant professor at California State University.

Eighty-four percent of respondents believe e-learning is a valuable educational tool.

The pedagogical benefits of these characteristics of MOOCs translated into: the effectiveness of online learning, retrieval learning, mastery learning, enhanced learning through peer and self-assessment, enhanced attention and focus due to “chunking” content into small packages and finally peer assistance, or out-of-band learning.

When it comes to peer and self-assessment, there is general agreement that it is an effective means of marking. Assignments that are peer or self-assessed agree closely to those marked by instructors and tutors.

Overall, the evidence is that there is no reason to believe that MOOCs provide any less a valid learning experience than face-to-face courses. In many ways, they are simply a restatement of online learning environments which are optimised for large class sizes and modes of learning suited to todays digital milieu. When used for students enrolled in a university degree, they are usually combined with on-campus learning opportunities in a “flipped-classroom” style of presentation which brings the advantages of both environments.

Routine is a great deadener of attention.

When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.

same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.

But some found that taking the online version and the U-Va. class simultaneously produced a “much heavier workload for them than they were accustomed to in their other courses,” according to Zelikow.

“With the greater focus on distance learning, colleges’ expectations are increasing,” says Christine P. Mullins, executive director of the Instructional Technology Council. “They’re realizing that student services, like library services, student orientation, tutoring, and counseling are needed to provide a well-rounded education.”

Sixty four percent of colleges require faculty to take distance-education training programs, and among those that offer training, 59 percent require more than eight hours of it.

79 percent of colleges are creating their own online course content, which requires staff members with experience and knowledge of instructional design. Nineteen percent use content created by textbook publishers, and 2 percent contract or license materials from some other content provider.