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Lisa M Lane

Promoting Online Learner Self-Efficacy through Instructional Strategies and Course Supp... - 1 views

    Analysis of the responses indicated that self-efficacy was promoted through high-engagement
    instructional strategies such as interactive learning objects, instructor feedback, and activities
    requiring application of lesson content. Self-efficacy was promoted when a variety of
    instructional strategies were available. Course supports, such as assistance using the library,
    counseling services, and technical assistance with the Learning Management System (LMS)
    were available, but infrequently used. Informal supports, such as communication with the
    instructor and peers, were pervasively used and were strong supports of self-efficacy.
Lisa M Lane

Technology and Student Retention in Online Courses 2017 - 1 views

    Scarpin, Mondini, Scarpin

Lisa M Lane

Flexible learning versus classroom lecture : a content analysis of undergraduate nursin... - 0 views

    "Background: The ongoing difficulty that nursing educators face is managing finite class time and limited instructor-student interactions to achieve balance between discourse and active learning. To complicate this predicament, technology has infiltrated all aspects of daily life demanding that education must also meet the growing expectation of students to incorporate technology into curriculum. One approach that addresses this need is the flipped classroom (FC) format, which remains operationally ill-defined and the understanding of its effects on higher-level thinking are still nascent. Aim: The purpose of this study is to explore the differences in learning between the FC format compared to the traditional classroom lecture (TL) in the context of an undergraduate nursing course. Methods: A content analysis was performed on a previous study conducted in 2015. Concept maps were used to evaluate data from transcripts of undergraduate nursing students discussing a case scenario in either a TL or FC format. Results: When comparing FC and TL groups, FC groups had a more complex concept map morphology and greater amount of identified subcategories and links. The FC groups exhibited more higher order thinking concepts compared to the TL cohort. An unexpected finding was the emergence of discussion tangents across both the FC groups and the TL cohort. Conclusion: Flipped classrooms have a place in the gamut of pedagogical approaches and this study demonstrates that the FC approach enhances student learning and aids in the development of higher-level thinking. "
Lisa M Lane

The Rise of Educational Technology as a Sociocultural and Ideological Phenomenon | EDUC... - 1 views

    • Key Takeaways

      • The rise of educational technology is part of a larger shift in political thought, from favoring government oversight to asserting free-market principles, as well as a response to the increasing costs of higher education.

      • The technocentric view that technology can solve these challenges combines with a vision of education as a product that can be packaged, automated, and delivered to students.

      • Unless greater collaborative efforts take place between edtech developers and the greater academic community, as well as more informed deep understandings of how learning and teaching actually occur, any efforts to make edtech education's silver bullet are doomed to fail.

      Educational technology — known colloquially as edtech — represents efforts to design, develop, and use technology to achieve a never-ending array of desirable educational outcomes, including improving learning, increasing retention rates, enhancing teaching effectiveness, reducing costs, and increasing access. Throughout its history, edtech proponents have assumed positive impacts, promoting an optimistic rhetoric despite little empirical evidence of results — and ample documentation of failures.1 Regardless, edtech continues gaining momentum as a solution for the problems facing education. Why? Why is there so much interest in edtech when many of its practices run counter to the research, history, and theories of academic research on edtech?

      In this article, we posit that the rise of broad cultural interest in edtech is a sociocultural and ideological phenomenon. In particular, we assert that edtech

      • is a response to the increasing price of higher education;
      • represents a shift in political thought from government oversight to free-market oversight of education;
      • is symptomatic of the belief that education, like training, is a product to be packaged, automated, and delivered; and
      • is symptomatic of the technocentric belief that technology is a solution to the perils facing education.

      Understanding the environment that surrounds the edtech phenomenon is important; such knowledge may enable educators, administrators, researchers, and industry stakeholders to better understand our current social and cultural landscape. This greater understanding of unstated assumptions, biases, and sociocultural realities could contribute to practices that lead to more desirable social outcomes rather than continuing to use edtech in a way that may ultimately exacerbate rather than mitigate the very problems it promises to solve.

      Here, we describe the above assertions and the sociocultural context that supports the prominence of edtech. We then offer recommendations aimed at addressing some of the shortcomings associated with edtech practice.

      Assertion 1. The edtech phenomenon is a response to the increasing price of higher education.

      In April 2015, Arizona State University (ASU) and edX, a massive open online course (MOOC) provider, announced the Global Freshman Academy partnership to offer a full year of freshman courses and credits to anyone who takes, pays for, and completes the courses in a satisfactory way. The partnership between ASU (an accredited institution) and edX (a technological platform) is just one response to the current high cost of a degree and its unclear return on investment. The Global Freshman Academy represents a longstanding interest in edtech as a way to slow down, stop, or even reverse the continuing cost increases in higher education.

      This initiative and its coverage in the popular press are indicative of a larger trend to question both the viability of a college degree and the future of higher education institutions. Media coverage — such as The Atlantic magazine's August 2014 cover story, "Is College Doomed?" and Kevin Carey's 2016 book, The End of College2 — reflect a growing frustration with the rising cost and uncertain financial returns of higher education. Over the past 30 years, the cost of attending college in the United States has risen by more than 225 percent, while the number of students attending degree-seeking college programs has more than doubled.3 As enrollments and tuition have increased and state funding has declined, students themselves bear a higher percentage of the cost of education, leaving many of them facing considerable debt and hardship.4

      Commentators and scholars have wondered whether the increasing costs and decreasing value of a college degree represent an education bubble on the verge of bursting. Perhaps unsurprisingly, education writers in the US, as well as in Australia, Canada, and the UK, have questioned the relevance and value of higher education.5 Others go further; for example, the Thiel Fellowship — designed for "people who want to build new things instead of sitting in a classroom" — offers youth $100,000 to pursue a pathway other than college.

      Assertion 2. The edtech phenomenon reflects a shift in political thought from government to free-market oversight of education.

      The rise of edtech is partly predicated on the curtailment of government involvement in education. Reducing governmental involvement and increasing emphasis on market forces in education has provided a space and an opportunity for the edtech industry to flourish.

      To better understand this, we must examine the changing ways that education is funded. Though future federal support for higher education under the Trump administration looks grim,6 cuts to education budgets have been ongoing. In the past decade, US states cut 10 percent of their funding for the 101 top public universities,7 and higher education appropriations in 46 states have declined. In 1971, for example, the state of California provided 70 percent of the annual expenditures for the University of California, Berkeley; state support fell to 30 percent by 1999 and to just above 12 percent in 2012.8 Similar reductions have occurred outside the US. Between 1980 and 2007, for example, governmental financial support per full-time student decreased for most Canadian postsecondary institutions.9 At the same time, learning institutions continue to purchase edtech products, and, even though venture capital investment in edtech has recently slowed down

    • pedagogy
      "In this article, we posit that the rise of broad cultural interest in edtech is a sociocultural and ideological phenomenon. In particular, we assert that edtech

      is a response to the increasing price of higher education;
      represents a shift in political thought from government oversight to free-market oversight of education;
      is symptomatic of the belief that education, like training, is a product to be packaged, automated, and delivered; and
      is symptomatic of the technocentric belief that technology is a solution to the perils facing education."
Lisa M Lane

A Quantitative Correlational Study of the Interaction between Assignment Response Times... - 0 views

    Quick turnaround on assignments affects retention (but defines "quick" as 5-7 days!).
Lisa M Lane

Story Maps - 0 views

    Using maps to tell a story
Lisa M Lane

Course Management System's Compatibility with Teaching Style Influences Willingness to ... - 1 views

    " If greater use of CMSs by faculty is to be achieved, university administrators should consider compatibility of teaching style with CMS adoption when developing and promoting CMS training."
Lisa M Lane

"Learning to Teach Online: An Investigation of the Impacts of Faculty D" by Karen Eliza... - 0 views

    "Findings to the first research question revealed that instructors demonstrated (a) statistically significant change in the incorporation of elements into the redesign of their syllabi, and (b) improvements in their teaching abilities as self-reported in the follow-up survey. However, there were no significant changes in their student evaluations of teaching pre-and post. Overall, then, instructors demonstrated modest improvements to their overall teaching effectiveness. Findings to the second research question revealed that, prior to training, instructors were highly optimistic about their course redesign plans and the skills and knowledge they would develop. After delivering their redesigned course online, participants were less optimistic and satisfied with their training experience than they had been immediately following it, and multiple instructors cited a need for additional or continued training and support."
Lisa M Lane

Accessible Syllabus - 0 views

    lots of tips!
Lisa M Lane - 2 views

    Video-making app pulling in the web.
Lisa M Lane

What Would Paulo Freire Think of Blackboard: Critical Pedagogy in an Age of Online Lear... - 1 views

    Excellent article about applying Freire to online
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