Group items tagged

verwhelmingly positive, with the ­retention rate in the unit now 90 per cent

student satisfaction averaged 4.44/5, which was well above the average at the university of 3.9/5.

features such as audio note and video note had made a difference to the quality and the amount of feedback

e have easily doubled the amount of feedback that students are getting, which is obviously really good for them

ESULT: Improved retention rates in the unit to 90 per cent, with greater student satisfaction, increased the feedback amount and quality

But first, they asked a third of the young adults to think about why they would solve a problem—a way to trigger an abstract frame of thinking—and asked another third to think about how they would solve a problem—designed to prime them for concrete thinking. The third group had no priming. Of the digital readers who had been primed to think abstractly, 48 percent chose the correct car—significantly more than the 25 percent of digital readers primed to think concretely,

"I don’t expect hyper-efficiency when I teach face to face.

ig called a "lightboard," designed a few years ago by a professor at Northwestern University

It’s not just that it looks cool, it actually works better

autions the professor not to write so much on the board that it blocks her face.

20 minutes of "pre-draw

ready to rehearse

five-minute lecture twice, each time noting how long it takes and how well she stays focused on the points she wants to emphasize. The goal is to shoot the video in one take, so there is no room for flubs

need to let the camera linger on the professor for a few seconds after her lecture so that the video doesn’t appear to end abruptly

he tries to think about the students who will be out there watching, eventually. But for now she is bathed in harsh light in a windowless concrete box, remembering to smile

It took well over an hour to produce the five-minute clip

For institutions that, in response to this notice, submit letters of interest for the Competency-Based Education experiment, the Secretary's process for selecting participating institutions will remain the same as was described in the July 31, 2014, notice.

Under the Subscription Period Disbursement set of waivers, the institution may include in its determination of a student's enrollment status competencies that begin prior to the start of the subscription period, as long as it does not include those competencies in enrollment status for two different payment periods. Institutions will disburse title IV aid based on the student's anticipated enrollment for a subscription period (which is equivalent to a payment period) rather than requiring completion of a specific number of competencies prior to making subsequent disbursements of title IV aid. While an institution will determine a student's title IV aid amounts based on the student's anticipated enrollment status, the institution will be required to perform a satisfactory academic progress evaluation for the student at the end of each subscription period (payment period) to ensure that the student has completed the appropriate number of competencies in that payment period, given the student's enrollment status.

For each payment period, students will be assigned by the institution an enrollment status (full-time, half-time, three-quarter time, less than half-time) based on the student's expected enrollment in and completion of competencies for the payment period. After consulting with the student, the institution will determine the student's enrollment status based on a realistic assessment by the institution of the number of competencies that the student will complete during the payment period

an institution will not be permitted to count a unique competency or course toward a student's enrollment status for more than one payment period

to use this set of waivers, an institution must have a mechanism for determining that a student has been participating in a competency during a payment period.

Subscription Period Disbursement set of waivers will modify the statutory and regulatory requirements for monitoring satisfactory academic progress so that an institution will be required to evaluate a student's pace by using competencies completed over calendar time, rather than by dividing a student's completed credit hours by attempted credit hours

he institution must evaluate a student's satisfactory academic progress after every subscription period (payment period), rather than at least once annually, even if the program is more than one academic year in length

he institution must evaluate a student's pace using two separate measures:

The student's progress for the payment period immediately prior to the evaluation, calculated using the number of credit hours or equivalents completed over the number of credit hours or equivalents included in the student's enrollment status for that payment period

he student's cumulative rate of progress, calculated by dividing the aggregate number of credit hours or equivalents completed as of the end of the payment period by the total number of credit hours or equivalents expected to be completed as of the end of that payment period in order for the student to complete the program within the maximum timeframe

r its evaluation of a student's cumulative rate of progress, the institution could use different standards for students on different enrollment tracks—for example, there could be a different maximum timeframe for a student on a half-time enrollment track, for whom the normal time for completion of the program is longer than for a student on a full-time enrollment track.

If a student fails either of the two satisfactory academic progress evaluations, the student will have failed to make satisfactory academic progress and will, based on the institution's satisfactory academic progress policies, either be assigned to a financial aid warning period or immediately lose eligibility for title IV funds. Institutions will have the same flexibility to establish options for appeals, probation periods, and academic plans as they do under the current regulations.

based on data from DeVry University, a large, nonselective for-profit online college

DeVry online classes attempt to replicate traditional in-person classes, except that student-student and student-professor interactions are virtual and asynchronous

The study found that the negative associations with online courses are concentrated in lower-performing students