Group items tagged

Cao, M. (2014). Understanding learners' experience in MOOCs: a review of literature. Retrieved from http://repositories.lib.utexas.edu/handle/2152/26325 Abstract "MOOCs have become a popular topic in the educational field since 2008. This report reviews the literature from 2008 to March 2014 on the development of MOOCs with a focus on learners' experience. By looking into the topics researchers have been investigating, this review identifies eight themes on this topic: (1) Platforms and Technology, (2) Instructional Materials and Assessment, (3) Instructors, (4) Participants' demographics, (5) Motivation and Engagement Patterns, (6) Self-directed Learning and Learner Interaction, (7) Blended Education, and (8) Completion rates. The review also indicates that MOOC course design (pedagogies, technical support, assessment and instructors) and learner characteristics (motivation, engagement levels, self-directed learning and digital literacy) influence learners' experience. Possible future research questions are also proposed in this report." (p.1) This report is a literature review for a masters by a student at University of Texas at Austin. At the time of writing (March 2014) the author found relatively few references focusing on learners' experience in MOOCs from scholarly journals- 15 in total and she reported on them. These articles disproportionately analyzed cMOOCs as compared with xMOOCs and in both cases data was drawn from relatively early courses. Most references cover only one course. The report identifies 8 themes to categorize the articles' content: (1) Platforms and Technology, (2) Instructional Materials and Assessment, (3) Instructors, (4) Participants' demographics, (5) Motivation and Engagement Patterns, (6) Self-directed Learning and Learner Interaction, (7) Blended Education, and (8) Completion rates. Analysis shows that all these categories are inter-related and affect each other. The author identifies 5 areas for further r

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

An Investigation into the Unique Challenges of Online Math Instruction in a Virtual School

As an instructional tool, teachers have the option of showing previously created digital stories to their students to introduce content and capture students' attention when presenting new ideas. Teachers who are able to create self-made digital stories find that they can be particularly helpful not only in engaging students in the content, but also in facilitating discussion about topics presented in a story and helping make abstract or conceptual content more understandable. A multimedia-rich digital story can serve as an anticipatory set or hook to capture the attention of students and increase their interest in exploring new ideas.

EDU681102 - Module 1, Week 2. Mark Ness, article #1

Again, annotated version was not preserved when URL link was created...

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.

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.

First Person A little over two years ago, my current principal, Danny Swersky, emailed me about his vision for math instruction at KIPP: Washington Heights Middle School, a charter school that would soon be opening in New York City. Specifically, he told me that he wanted to personalize students' learning with the help of technology.

This brought up some good points about the effects of teacher and student perception in technology integration in the k-12 setting and some interesting statistics to consider such as "Even though schools have embraced the digital revolution, reading and mathematics test scores are at about the same level that they were 40 years ago...it is evident that the positive impact of technology does not happen automatically. Its impact is determined by how teachers use the technology in their classroom instruction, not just the acquisition of technology."

Purpose - This study proposes a mobile learning model that employs digital libraries to support investigative learning activities. A student-centered mobile learning activity with self-guided exploration for physical ecology observation has been conducted to demonstrate the benefits of using digital libraries to support investigation-based ecology learning activities. Design/methodology/approach - An investigation-based mobile learning model is proposed and an experiment is designed to show the effectiveness of the learning model, in which the students are asked to answer a series of questions by observing the real-world learning objects and searching for supplemental materials from a digital library. Findings - The instructional experiment conducted in an elementary school with 64 sixth grade students shows that the innovative approach is able to improve the learning achievement, learning effectiveness, as well as the learning attitudes of the students. Practical implications - The findings of this paper imply that the use of the investigative learning model will significantly promote the utilization rate of digital libraries. Originality/value - An investigative model for using digital libraries to support mobile learning is proposed in this paper. It provides good guidance to teachers for designing learning activities with digital libraries, and a good way for students to learn, utilizing the materials in digital libraries. [Abstract from ESC ProQuest Research Library database] Link: http://search.proquest.com.library.esc.edu/pqrl/docview/888251730/288B8D1870394980PQ/1?accountid=8067 Ju-Ling, S., Hwang, G., Yu-Chung, C., & Chien-Wen, C. (2011). An investigation-based learning model for using digital libraries to support mobile learning activities. The Electronic Library, 29(4), 488-505. doi:http://dx.doi.org/10.1108/02640471111156759

This study explores K-12 teachers' perceptions of the benefits and barriers to technology integration by either teachers or students in K-12 instruction. The sample was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the southeast.

Report of a teachers effort to transition instructional unit on forces and motion to a storyline to make learning more meaningful to students and allow them to engage in scientific practices.