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Janel Brennan

Quality And Sustainability Concerns for Online Course Offerings in Higher Education - 0 views

link.springer.com/...978-94-6209-046-0_18

onlineteaching

shared by Janel Brennan on 08 Mar 13 - No Cached
  • Janel Brennan on 08 Mar 13
     
    Darwin postulated that the way organisms evolve is adaptive; otherwise, they wouldn't be here. The same could be said of institutions of higher education. These institutions, like organisms, must evolve in order to survive. The growing trend toward the virtual organization has awakened colleges and universities to the need to prepare students for a virtual workplace. Consequently, institutions of higher education are reworking many of the courses in their programs to maximize e-learning opportunities for their students. As a result, there is a rapid adoption of e-curriculum globally in institutions of higher education. However, it is vital that certain conditions be met to ensure the quality and sustainability of these online courses.
Janel Brennan

Online Learning in Higher Education : Education Next - 0 views

educationnext.org/e-learning-in-higher-education

online learning higher education

shared by Janel Brennan on 25 Feb 13 - No Cached
  • Randomized trial compares hybrid learning to traditional course
  • In the case of online learning, where millions of dollars are being invested by a wide variety of entities, we should perhaps expect that there will be inflated claims of spectacular successes. The findings in this study warn against too much hype. To the best of our knowledge, there is no compelling evidence that online learning systems available today—not even highly interactive systems, which are very few in number—can in fact deliver improved educational outcomes across the board, at scale, on campuses other than the one where the system was born, and on a sustainable basis.
  • Despite the apparent potential of online learning to deliver high-quality instruction at reduced costs, there is very little rigorous evidence on learning outcomes for students receiving instruction online.
  • ...3 more annotations...
  • These simulations confirm that hybrid learning offers opportunities for significant savings, but that the degree of cost reduction depends (of course) on exactly how hybrid learning is implemented, especially the rate at which instructors are compensated and section size. A large share of cost savings is derived from shifting away from time spent by expensive professors toward both computer-guided instruction that saves on staffing costs overall and time spent by less-expensive staff in Q and A sessions.
  • using hybrid models for some large introductory courses would allow institutions to expand enrollment without a commensurate increase in space costs, a major savings relative to what institutions would have to spend to serve the same number of students with a traditional model of instruction
  • This flexibility may be especially important for students who have to balance family and work responsibilities with course completion, as well as for students who live far from campus.
Janel Brennan

Instructional Immediacy in Online Faculty Experiences - 0 views

www.itdl.org/...article02.htm

onlineteaching

shared by Janel Brennan on 08 Mar 13 - No Cached
  • Janel Brennan on 08 Mar 13
     
    The main purpose of this study was to explore best practice strategies in online instruction that effectively reduce perceptions of transactional or felt-psychological distance, and, in turn, promote socially and humanely rich online learning communities in higher education. From this perspective, this study adopted the construct of "instructional immediacy" from educational communications theory, and attempted to uncover applications of the construct in online teaching contexts. To better provide plausible techniques and strategies for online teaching practitioners, "instructional immediacy" was approached through rich narratives of the perspectives and experiences of online teaching practitioners as well as through narratives from students in these courses. Educationally meaningful strategies for enhancing instructional immediacy emerged from an analysis of instructors' and students' narratives. The patterns of strategies were categorized into four dimensions of online instruction: (1) affective interaction, (2) cognitive interaction, (3) technology adoption, and (4) course presentation and organization. This study opens the possibility of cultivating instructional immediacy in a text-based learning community which allows a promise for executing socially connected and engaging online instruction.
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