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Yousef, A. M. F., Chatti, M. A., Wosnitza, M., & Schroeder, U. (2015). A Cluster Analysis of MOOC Stakeholder Perspectives. RUSC. Universities and Knowledge Society Journal, 12(1). pp. 74-90. doi http://dx.doi.org/10.7238/rusc.v12i1.2253 Abstract "Massive Open Online Courses (MOOCs) are providing opportunities for thousands of learners to participate in free higher education courses online. MOOCs have unique features that make them an effective Technology Enhanced Learning (TEL) approach. Institutions are offering a growing variety of MOOCs. Nevertheless, there are several crucial challenges that should be considered in the development of MOOCs, e.g., the drop-out rate of over 95% of course participants. One of the potential reasons for that is the complexity and diversity of MOOC participants. This diversity is not only related to the cultural and demographic profile, but also considers the diverse motives and perspectives when enrolled in MOOCs. This paper aims to cluster and analyze the different objectives of MOOC stakeholders to build a deeper and better understanding of their behaviors. Our main finding was a set of eight clusters, i.e., blended learning, flexibility, high quality content, instructional design and learning methodologies, lifelong learning, network learning, openness, and student-centered learning. This cluster schema creates a meaningful picture for the MOOC community" (p. 71). This is a peer reviewed scholarly article that uses qualitative and quantitative methods to analyze survey data on MOOC instructors and learners. Responses were relatively low: 158. The context is unclear - where did they get the sampling frame from? And why did they combine the learners and instructors? So there is some question as to the sample and it cannot be generalized. That said, they are innovative in their qualitative analysis. The qualitative work analyzed the open ended questions in their survey. They used a research method that allowed them to catego

Enrollment in undergraduate computer science courses is at an all-time high at colleges nationwide. But this trend that's been hailed by the U.S. tech industry has a dark side: a disproportionate number of students taking these courses are caught cheating. Enrollment in undergraduate computer science courses is at an all-time high at colleges nationwide.

This article examines what effect online interactive history games have on the achievement and motivation of students in junior high school. A four-week experiment was done comparing students utilizing online games and students not utilizing games and the results indicated that the students who regularly logged into the games were more personally invested in the history material and scored better on their subsequent assessments. This indicates that utilizing gaming, and technology in general, has a positive impact on both student achievement as well as student involvement.

Study using the SAMR model and the use of technology and equitable learning outcomes in high school physics class

EDU681102 - Module 2, Week 2. Mark Ness, article #3.

Edited link - https://diigo.com/08285j

EDU681102 - Module 2, Week 2. Mark Ness, article #4.

By Alicia Gallegos, special to the Reporter During a student demonstration in 2010, instructors at Stanford University School of Medicine loaded a children's wagon with all the learning materials medical students traditionally acquire in their preclinical years. The towering stacks of paper rose 3 feet high.

Scott, An interesting article. I know that medical schools (and allied health education, including nursing) have been leaders in adopting new technologies for educational purposes. Medical schools immediately identified a use for using podcasts to teach medical students how to detect abnormal heart sounds! Research quickly followed to prove this to be the most effective form of teaching normal and abnormal cardiac sounds. This learning concept is also used to teach radiology residents how to recognize normal and abnormal blood flow sounds when examining vessels (arteries/veins) using doppler ultrasound. Pharmacy schools (and departments) have utilized iPads/tablets/smartphone to run apps (http://www.appszoom.com/android-apps/pharmacology) that include entire pharmacology drug reference lists, commonly used drugs/medications, standard dosages, etc. for quick, searchable referencing.

Scott, I am curious about the level of security placed on the wireless networks used in hospital environments. The more mobile the physicians, nurses and caregivers, the more secure the wireless networks need to be. What measures are being taken to guarantee secure airwaves? Bill

Steven Novella discusses a survey of how younger people reason and evaluate online information sources. This Stanford University study looked at 7,804 student responses across 12 states, divided among middle school, high school, and college students. The goal of the study was to see if these students could distinguish reliable sources of information from fake or unreliable sources.

Reference Gasevic, D., Kovanovic, V. Joksimovic, S., Siemens, G. (2014). Where is Research on Massive Open Online Courses Headed ? A Data Analysis of the MOOC Research Initiative. The International Review of Research in Open and Distance Learning, 15(5), 135 -176. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1954/3111

Marian, this is an involved research report on MOOC research initiative! Specifically, the issue of low course completion and high degree of student attrition was often pronounced as the key challenge of MOOCs & that understanding factors that affect student engagement, completion and success in MOOCs is a complicated psychological process. Theory of planned behavior (TPB) - used to study behavioral change - in the study's case, changing students intention to complete a MOOC and thus, increase their likelihood of course completion - it remains to be seen to what extent a student's intention can be changed if the student did not have an intention to complete a MOOC in the first place. What would be a reason that could motivate a student to change their intention in cases when she/he only enrolled in a MOOC to access information provided without intentions to take any formal assessments? Side note - are you aware of (or have you already taken) ESC's EDU-681111 Metacognitive Analysis: U Albany & Empire State College MOOC? Also, you may be interested in reading this article - Beyond MOOCs: Is IT Creating a New, Connected Age? EDUCAUSE Sprint 2013.

EducationWorld is pleased to present this article by Lisa Monthie, an education specialist at ESC Region 12 in Waco, Texas . Monthie enjoys finding innovative means of integrating technology in the English Language Arts/Reading classroom. The article originally appeared in TechEdge, a quarterly magazine published by Naylor LLC for Texas Computer Education Association members. What is interesting about this is the infographic that predicts that by 2018 there will be more full-time online students than students in traditional classrooms.

Bill, I was surprised to read that 12% of current high school students have taken an online course on their own just to learn more about a topic of interest! I appreciate that the article begins by informing the reader to consider answering a list of basic questions (albeit far from a complete list) related to online instruction, before making a commitment to develop an online course.

A university-wide survey on students' mobile learning practices showed that ownership of mobile devices is high among students and that tablets are the most popular devices for academic purposes. The survey also found that mobile learning typically occurs outside the classroom, with only limited guidance from instructors.

This article in USA Today this morning http://www.usatoday.com/story/news/2016/02/03/low-moderate-income-families-under-connected/79724512/ led me to finding this study about access to high speed internet and current technology resources for lower income families. It was also interesting to me to read the comments on USA Today (usually something I actively avoid on most news sites) to see general public perceptions and reactions which were mainly negative in regards to what the report had to say about access and distribution.

Where I work i probably see this issues the most. Parents scramble to make sure their kids can have the use of technology for education purposes now and while Mobile Phones help, not all sites are Mobile friendly. Resources need to be available using more than one access point (computer, tablet, phone, laptop) for families to be successful in this Technology age.

Since I work with Special Education students a high school, I am always interested in the effectiveness of technology on learning. ABSTRACT Using technology can help students with disabilities to enhance and improve their independence in academic and employment tasks, their participation in classroom discussions, along with helping them to accomplish some difficult academic tasks. This paper discusses the role and benefits of using assistive technology in the Universal Design for Learning (UDL), in academic skills, and in transition services. A summary of the important principles that need to be considered in the integration of technology in educating or training students with disabilities is provided.

From the abstract: "...as online learning has become increasingly popular, there are concerns about the perceived impersonal nature of the online medium, and how this might particularly affect adolescent learners."

This paper discusses ethics and student assessment, as applicable to the growing field of distance education. Since we are all taking online courses I thought this would be a good share.

Great points made in this article about how difficult it is to know who is really completing the work in an online course or exam. So much to consider when the exams really matter in terms of professional advancement. I think of all the exams I had to sit for in Albany for New York State teacher licensing five years ago and there they fingerprint you when you take the exam to ensure that someone else is not taking it for you.

This is a great practical guide. I'm teaching my first online high school course this semester -- it's an experiment my superintendent is indulging -- and it's the kind of useful info I can use.

Using iPads in the classroom has been helpful reading Hamlet. Shakespeare is difficult to understand, but students can get help accessing No Fear Shakespeare on their iPads.

I have the same problems Khader in trying to integrate Chromebooks as much as possible. I constantly feel that it is a struggle to get their attention and maintain it especially if they are convinced they should be allowed to "multitask" between the assignment and a game, but in the end the resources I am able to integrate in is well worth those struggles.

I agree with the problem of technology in the hands of students can often be distracting. The temptation to play games, search google, and social media is huge. It is so difficult to find a balance in a less than ideal world. My hope is that the earlier we introduce technology in the classroom, the novelty will wear off by the higher grades. Even with controls on wifi and devices, students are so tech savvy, they find ways around it.

A study into how iPads were perceived by teachers and implemented in a school. This link might be better. Not sure. http://www.worldcat.org.library.esc.edu/title/an-analysis-of-teachers-processes-of-technology-appropriation-in-classroom/oclc/5882295313&referer=brief_results

Interesting article and so relevant to what I, and so many others, face in the classroom every day. I feel that the initial implementation of iPad distribution (or any technology) should not be rushed just to get it out there. Teachers need to be properly educated and be comfortable using that technology. In addition, any technology should contain all necessary software or applications ready to use before distribution. One other issue that often goes over looked is the wifi in the building. If the wifi in the building is not strong or cannot support a high number of users simultaneously, how can it be used effectively in the classroom?

July 31, 2015 | Sedinam Worlanyo "At high school, I had little access to assistive technology. This was because my teachers were not aware of the existing assistive technology that would be helpful to me.

Many computer science teachers are very concerned about students cheating in their courses. Surveys report that almost three-quarters of high school students admit to cheating within the past year. John Barrie, founder of the plagiarism-detecting Web site Turnitin.com, says that about a third of the papers submitted to the site have significant levels of plagiarism.

I thought this was a very good article. A couple of my courses we have talked a lot about collaborative learning and how important it is to work together so I found this really interesting. I really liked the tools that was shared in the article and the ones that I have not used or accessed before I did save the links to explore later.

Collaborative learning can be beneficial in so many ways for teachers and learners. My own children (middle school and high school) work on group projects for school while at home using google docs all the time. I have encouraged my own students to use google docs so they can never use the excuse "it's on my computer at home."

Love this article, because it applies to the workforce too. My Digital tools class went over a few of these resources that many do know exist for us to use. I will be using this articles to explore other tools to use!