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Nancy Lumpkin

Online Learning Is Growing on Campus - NYTimes.com - 1 views

www.nytimes.com/...05college.html

online colleges

shared by Nancy Lumpkin on 08 Nov 10 - No Cached
  • Like most other undergraduates, Anish Patel likes to sleep in. Even though his Principles of Microeconomics class at 9:35 a.m. is just a five-minute stroll from his dorm, he would rather flip open his laptop in his room to watch the lecture, streamed live over the campus network.
  • The University of Florida broadcasts and archives Dr. Rush’s lectures less for the convenience of sleepy students like Mr. Patel than for a simple principle of economics: 1,500 undergraduates are enrolled and no lecture hall could possibly hold them.
  • Online education is best known for serving older, nontraditional students who can not travel to colleges because of jobs and family. But the same technologies of “distance learning” are now finding their way onto brick-and-mortar campuses, especially public institutions hit hard by declining state funds. At the University of Florida, for example, resident students are earning 12 percent of their credit hours online this semester, a figure expected to grow to 25 percent in five years.
  • ...4 more annotations...
  • Is it possible to learn as much when your professor is a mass of pixels whom you never meet? How much of a student’s education and growth — academic and personal — depends on face-to-face contact with instructors and fellow students?
  • “When I look back, I think it took away from my freshman year,” said Kaitlyn Hartsock, a senior psychology major at Florida who was assigned to two online classes during her first semester in Gainesville. “My mom was really upset about it. She felt like she’s paying for me to go to college and not sit at home and watch through a computer.”
  • online education is exploding: 4.6 million students took a college-level online course during fall 2008, up 17 percent from a year earlier, according to the Sloan Survey of Online Learning. A large majority — about three million — were simultaneously enrolled in face-to-face courses, belying the popular notion that most online students live far from campuses
  • At the University of North Carolina at Chapel Hill, first-year Spanish students are no longer offered a face-to-face class; the university moved all instruction online, despite internal research showing that online students do slightly less well in grammar and speaking.
Nancy Lumpkin

Tomorrow's College - Online Learning - The Chronicle of Higher Education - 0 views

chronicle.com/...125120

shared by Nancy Lumpkin on 02 Nov 10 - No Cached
  • Will this mash-up of online and offline learning become the new normal elsewhere, too?
  • The Chronicle spent three days trailing Ms. Black, Mr. Harrison, and Ms. Hatten to get a closer look at how that shift is changing the student experience
  • There isn't much downtime in her schedule. The hybrid class she has next—a fast-growing style here—helps her pull off that packed course load.
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  • about 75 percent of online students were already on the campus or lived nearby
  • hybrid university
  • Blended classes generate the highest student evaluations of any learning mode at Central Florida
  • Mr. Harrison, the accounting major, takes a business class with more than 1,000 students. The lectures are given live, he says, in a room that fits 68.
  • There's a lot of distractions that come with putting courses on the Internet.
  • e-mail students, call them, tweet them, Facebook them, chat with them
  • Beyond course announcements, Ms. Hatten's interactions with the professor have been limited to one e-mail exchange.
  • If you want to encounter distance education, a student once said, sit in the back of a 500-seat lecture.
  • Teaching and learning are inextricably linked in a shared process.
  • close UCF, for surely it is not serious about university level education
  • streaming recorded content, which is not online learning
  • a good education is not a product but an experience
  • the current culture views us as providing a product not an experience
  • Online education will eventually denigrate into the 500-seat classroom, minus the classroom.
  • he convenience of online classes can be a slacker's paradise. Schedule the right mix, and you might not have to face a live professor before 1:30 in the afternoon. Which means you can stay out until 4 in the morning and still sleep nearly eight hours. Not only that: Some students talk about online classes being so easy a caveman could pass them. In a test, there's no one telling you that you can't look at the book, says Ariel Hatten, 20, a junior and nursing major who considers her online class an easy A.
  • "No one enforces you to do the right thing" in an online course, Ms. Hatten says. "It's at your discretion. I care about my grade, so if I don't know the answer, I'm not gonna let myself fail when I have an opportunity to look in the book."
  • . For her finance class, there's a quiz on Chapter 4. Basic stuff—10 questions, open book. And there's also a discussion question to answer: "What is working capital, and where is it listed on the balance sheet?" "That's more or less your participation for the class," she says.
  • Mr. Choi, who teaches tourism management, worries some students may view the reduced class schedule as time off.
  • I still have a phobia and a concern," he says. "Maybe I should still talk about a few basic things to some of the students who probably enjoyed the football yesterday and didn't do anything for the class."
  • Mr. Harrison catches some lectures and skips others. He likes the freedom of these video classes. Learning online can also be a challenge. "You can walk through the library, and literally, you'll see students who are watching a lecture but also have Facebook open right behind it," he says. "And, it's sort of like, 'How much time are you spending on each frame? Are you actively taking notes, or are you just chatting with your friends?'
  • Once the shaggy-haired fraternity rusher learned to manipulate the system, though, he ended up handling so much of his course work online that his actual butt-at-a-desk class time has shrunk to about six hours a week.
Nancy Lumpkin

Live vs. Distance Learning - Measuring the Differences - NYTimes.com - 2 views

www.nytimes.com/...05collegeside.html

distance learning

shared by Nancy Lumpkin on 08 Nov 10 - No Cached
  • The educational value of online courses has been debated for years, based on a large but uneven body of research. An analysis of 99 studies by the federal Department of Education concluded last year that online instruction, on average, was more effective than face-to-face learning by a modest amount.
  • But that analysis has been challenged because so few of the underlying studies include apples-to-apples comparisons. Mark Rush of the University of Florida and colleagues tried to do just that by contrasting grades of students who sat through a semester of his live microeconomics lectures with those who watched online.
  • Their conclusion, reported in June by the National Bureau of Economic Research: some groups of online students did notably worse.
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  • Without the nudge of having to attend classes, the authors suggested, it can be easy to let recorded lectures pile up unwatched. Indeed, it is common at Florida to see students in libraries cramming viewings of a dozen lectures back to back before exams.
Danny Thorne

Instructors' Vantage Point: Teaching Online vs. Face-to-Face - Online Learning - The Ch... - 0 views

chronicle.com/...125107

edtech onlinelearning

shared by Danny Thorne on 02 Nov 10 - No Cached
  • Online education promises the ability to bend space and time. Get your education anywhere! Take college courses in your pajamas! Become educated while drinking at a karaoke bar! But it can't deliver on such promises, because although it can bend space, online education cannot bend time.
  • The main thing that, in the end, had to go was interactivity, because it required both space and time.
Danny Thorne

Online Learning (Rowman & Littlefield Education) - 2 views

www.rowmaneducation.com/...SingleBook.shtml

edtech onlinelearning books

shared by Danny Thorne on 11 Aug 10 - Cached
  • Bowman, who currently teaches online undergraduate and graduate courses, and her fellow contributors provide an excellent down-to-earth guide for anyone who is thinking about or participating in an online education program.
Danny Thorne

Bill Gates Predicts Technology Will Make 'Place-Based' Colleges Less Important in 5 Yea... - 0 views

chronicle.com/...26092

edtech edfuture

shared by Danny Thorne on 11 Aug 10 - Cached
  • On one end will be (and maybe already are) the super-rich who can afford to send their offspring to pricey colleges and universities with a golden future virtually assured even if they're borderline morons. On the other extreme, just above the exploited immigrant classes, will be the products of online schools destined for permanent underclass status.
  • Well designed online courses do not simply push out information to self-motivated learners. Well designed courses include collaboration, formative & summative assessment, and absolutely require faculty participation. To suggest you could pull that off for $2000 for a four year degree is amusing.
  • Real teaching is done in small groups, or 1:1 like Oxford. The rest is compromise with resources.
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  • I have great faith in online education when it's well designed and well executed. Any class with design and instruction that can be sold for a price that would fit into a $2000 per year curriculum will not qualify on either count.
  • place-based activiy in that college thing will be five times less important than it is today
Danny Thorne

4 Myths About For-Profit Online Learning - Online Learning - The Chronicle of Higher Ed... - 1 views

chronicle.com/...125116

edtech onlinelearning proprietaryschools

shared by Danny Thorne on 02 Nov 10 - No Cached
  • while for-profit institutions such as Capella and Kaplan Universities and the University of Phoenix educate hundreds of thousands of students online, their officials report that the average enrollment per course ranges from only nine to 18
  • at Phoenix, as reported for August of this year, 470,800 students were being served by over 33,000 faculty members, for a student-faculty ratio of just over 14 to 1
  • focus on what a student is expected to know
Danny Thorne

Learning the Art of Virtual Instruction - Online Learning - The Chronicle of Higher Edu... - 2 views

chronicle.com/...125108

edtech onlinelearning

shared by Danny Thorne on 02 Nov 10 - No Cached
  • A 2007 survey of more than 10,000 faculty members at 69 public colleges and universities found that more than two-thirds of professors thought online learning was inferior or somewhat inferior to face-to-face instruction.
  • "We help them understand that it's a classroom, not a Web site."
  • Sloan study found that about 55 percent of probationary, tenure-track faculty members felt they were unlikely to receive adequate recognition for their online work at tenure and promotion time.
Nancy Lumpkin

The Open, Social, Participatory Future of Online Learning - Wired Campus - The Chronicl... - 0 views

chronicle.com/...26000

teaching online

shared by Nancy Lumpkin on 18 Aug 10 - Cached
  • Most faculty teach the way they were taught, but most weren't taught with technology. To learn how to do so requires time, incentives and support to go back to being a student of one's craft (teaching), preferably in an environment one will be asked to teach in.
  • Also, the joint Educause and Gates Foundation "Next Generation Learning Challenges" identifies "Learning Analytics" as one of four key challenges will receive funding consideration:http://www.nextgenlearning.com/the-challenges/learning-analyticsHere at UMBC, we've been pursuing academic analytics by looking at how strong and weak students using the LMS. We've been very much influenced by the fine work being done at Purdue University, the University of Georgia, and others.
Danny Thorne

Goshen College, Goshen, Indiana. U.S.A. - 1 views

www.goshen.edu

edtech colleges

shared by Danny Thorne on 02 Sep 10 - Cached
  • Danny Thorne on 02 Sep 10
     
    student blogs school wallpaper recently transitioned from Blackboard to Moodle mac minis running Windows 7 students get $25 printing credit per semester at least 6GB network storage per student 1,000 Mb iLight2 fiber optic connection host midwest "Moodle Moot" online game developed by student
Danny Thorne

Innovators Awards 2010 Penn State University -- Campus Technology - 0 views

campustechnology.com/...010-Penn-State-University.aspx

edtech colleges

shared by Danny Thorne on 16 Sep 10 - No Cached
  • open source application that allows students to submit assignments for studio-based art instruction in a fully online course.
Danny Thorne

South Orange County Community College District -- Campus Technology - 0 views

campustechnology.com/...-County-Community-College.aspx

edtech colleges

shared by Danny Thorne on 16 Sep 10 - No Cached
  • Providing an experience much like shopping online, the SIS automates the process of guiding students through course selection based on their academic goals. A student can create customized lists of courses he is interested in; view a profile of an instructor; find a course location on a campus map; and review the details of the course offering. He can add courses to his personal shopping cart and view them in relation to other classes in a day/time grid. In addition, he can sign up for daily e-mails that list the classes in his shopping cart, their current status, and how many seats are still available. This information is also available in a personalized RSS feed that is updated every half hour.
Helen Beaven

Motivators and Inhibitors for University Faculty in Distance and E-Learning - 0 views

search.ebscohost.com/login.aspx

e-learning online distance education incentives faculty salary technology

shared by Helen Beaven on 31 Jan 11 - No Cached
  • Helen Beaven on 31 Jan 11
     
    Cook, R., Ley, K., Crawford, C., & Warner, A. (2009). Motivators and Inhibitors for University Faculty in Distance and E-Learning. British Journal of Educational Technology, 40(1), 149-163. Retrieved from EBSCOhost. This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases..
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