Oregon State University Ecampus

A guide for faculty development planning, including just-in-time trainings

Some interesting stats on QM-like programs being used, as well as stats on trainings.

The "Application to All Courses" section and the "Example" section both note applications of Gagne's 9 Events that fit online and hybrid courses.

"First, student engagement in educationally purposeful activities is positively related to academic outcomes as repretsented by first year student grades and by persistence between the first and second year of college." "Second, engagement has a compensatory effect on first-year grades and persistence to the second year of college at the same institution"

Gates Foundation survey: "The research illuminates how different internal and external factors (motivational, behavioral, contextual enablers/barriers, values, beliefs, and demographics) come together to influence faculty members' willingness to learn about new pedagogies, incorporate new ideas in their work, and spread new ideas regarding teaching and learning to peers and campus leaders."

Provides some standards for facilitating MOOCs. Though the document is written for a specific audience, we can certainly borrow the standards to apply elsewhere.

I thought this was a funny and insightful explanation into why smart academics find it impossible to write directly or clearly. It's kinda long (ironically?) but eventually starts listing a few good (specific) insights. Thought yall might enjoy from a "how can we improve communication and content" perspective.

Great article -- and a real issue in some online courses, where we often need more of a technical writing style, such as numbered lists for directions instead of super-long paragraphs. Thanks for sharing!

Components of development and delivery: Content development, pre-semester setup, and overall involvement in the class decrease in time consumption by the third iteration. Yet, Grading & Assessment time consumption actually increases. The survey found that [of the respondents]: Learning curves: The problems, "myths," and concerns associated with online course development and delivery are more likely associated with pedagogy than with technology.

A survey of literature regarding Twitter use in the higher education classroom finds substantial support and good advice regarding its usefulness in pedagogy. Research found that Twitter aids students in building relationships, fosters students' connections with each other, and allows them to create meaning through sustained communication.

Abstract: The growth of online learning within education has corresponded to an increase in use of asynchronous discussion. Asynchronous discussion is a form of interaction that is mediated rather than directed, and is characterized by a time lag in the interactions between discussants. In this paper we conducted a brief narrative review of the literature on asynchronous discussion. We argue, initially, that discussion is necessary, but not sufficient, for successful pedagogic outcomes-especially in the case of online learning. We identified areas of agreement within the literature on what can be considered the key factors for successful asynchronous discussion.