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An oldie but a goodie -- a WCET paper on designing courses and policies to promote academic integrity

Overview of distance ed pedagogy

A resource for translating seat time and credit hour requirements to online activities from Penn State

Research Digital technology in post-secondary learning is here to stay, according to a new report. Eight in 10 college students surveyed said that the use of tech improves their grades (81 percent), lets them spend more time studying by increasing the accessibility they have to their materials (82 percent) and improves their efficiency (81 percent).

(Educause registration required for access to this pdf; OSU is an institutional member of Educause.)

"Students who completed the online homework activities performed significantly better on a common comprehensive final exam than students who did not participate. . . . These findings suggest responsive online homework in general, and a responsive-adaptive learning system driven by knowledge space theory in particular, has a significant positive impact on student performance in the first-quarter general chemistry course."

This meta-analysis of the effects of video on learning found that adding video to existing teaching led to strong learning benefits. Videos may provide students with control over their level of cognitive load, they allow authentic demonstrations of skills, and they enable teaching staff to edit according to multimedia learning principles. Videos were more effective for teaching skills than transmitting knowledge.

Students viewed 3 different video formats: quiz questions embedded throughout, quiz questions only at the end, and no quiz questions. Students watching video with quiz questions throughout scored markedly higher on a subsequent assessment. Students in the study strongly support support in-video quizzing.

Article about a study of online class sizes: The bottom line is that larger class sizes are ok for courses with CLOs on the lower levels of Bloom's taxonomy, and smaller (s.

A thought-provoking reflection and case study about online discussion design.

Very interesting, sound study. Even though this is done in a face to face environment, the takeaway most likely remains the same - students don't know what effective teaching looks and feels like. Quote: "Compared with students in traditional lectures, students in active classes perceived that they learned less, while in reality they learned more."

Timely! Regan Gurung just published a CTL blog post about this study: http://blogs.oregonstate.edu/osuteaching/2019/12/16/eating-your-peas-like-active-learning-not-preferred-but-better-for-you/