Group items tagged online - Emory College Strategies for Online Teaching

BEYOND STUDENT PERCEPTIONS: ISSUES OF INTERACTION, PRESENCE, AND PERFORMANCE IN AN ONLI... - 1 views

faculty.weber.edu/...picciano%20(2002).pdf

asynchronous presence interaction

shared by aubrey872 on 29 Jan 15 - No Cached

aubrey872 on 29 Jan 15

This paper explores the relationship between student perceptions of various aspects of the course and their actual performance and participation

<div class="cArrow"> </div><div class="cContentInner">This paper explores the relationship between student perceptions of various aspects of the course and their actual performance and participation</div>

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Making Groupwork Work - 2 views

online learning teaching student engagement group dynamics Myers-Briggs Personality Types

started by edphillips on 29 Jul 14 no follow-up yet

Effects of small group learning on undergrduates in math, science, engineering and tech... - 0 views

http/stable1170643

student engagement technology pedagogy active learning

shared by jwfoste on 24 Feb 15 - No Cached

jwfoste on 24 Feb 15

This article is a rather old (1999) meta-analysis of the effect of small-group learning on undergraduate students in STEM majors and the outcomes of collaborative, cooperative, or mixed form learning on student achievement, attitudes and persistence. What we like about this article is that it is scientifically robust, from a really high impact (5 point impact factor) educational research journal. It serves as primary research evidence about how important small group learning can be on a number of outcomes, not just the outcome of achievement. While it doesn't address specifically online work, it is powerful research about the benefits of this kind of learning, which is really convincing, especially when we have students who might resist collaborative learning.

<div class="cArrow"> </div><div class="cContentInner">This article is a rather old (1999) meta-analysis of the effect of small-group learning on undergraduate students in STEM majors and the outcomes of collaborative, cooperative, or mixed form learning on student achievement, attitudes and persistence. What we like about this article is that it is scientifically robust, from a really high impact (5 point impact factor) educational research journal. It serves as primary research evidence about how important small group learning can be on a number of outcomes, not just the outcome of achievement. While it doesn't address specifically online work, it is powerful research about the benefits of this kind of learning, which is really convincing, especially when we have students who might resist collaborative learning.</div>

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The Nine Principles of UDI© | [Universal Design for Instruction in Postsecond... - 1 views

udi.uconn.edu/index.php

online teaching course design

shared by sheilatefft on 21 Aug 15 - No Cached

sheilatefft on 21 Aug 15

This is a succinct summary of the UDI goals in creating a course.

<div class="cArrow"> </div><div class="cContentInner">This is a succinct summary of the UDI goals in creating a course.</div>

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Infographics Exercise - Domain 101 (M6) - 0 views

emorydomain101.org/infographics-exercise

technology pedagogy online teaching

shared by larnspe on 09 Apr 16 - No Cached

larnspe on 09 Apr 16

Emory's own McKenna Rose explains how to integrate Infographics into the curriculum.

<div class="cArrow"> </div><div class="cContentInner">Emory's own McKenna Rose explains how to integrate Infographics into the curriculum.</div>

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E-Learning Definitions - 2 views

onlinelearningconsortium.org/dated-e-learning-definitions-2

elearning blended learning online learning OLC Learning environments

shared by Leah Chuchran on 15 Jun 16 - No Cached

Updated E-Learning Definitions
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Definitions of E-Learning Courses and Programs Version 2.0 April 4, 2015
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As e-learning has evolved into a global change agent in higher education, it has become more diverse in its form and applications. This increased diversity has complicated our ability to share research findings and best practices, because we lack a shared set of definitions to distinguish among the many variations on e-learning that have arisen.
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