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Of particular and recurring concern to academic staff is the assumption that access to lecture recordings will result in a decrease in attendance at lectures (e.g. Gosper et al., 2010). In most courses, attendance is not in itself a learning outcome (Newton, Tucker, Dawson & Currie, 2014), therefore the concern over attendance must be the manifestation of a deeper concern over the impact on achieving the actual learning outcomes of the course and on other aspects of student engagement. It is also worth noting that falling lecture attendance is not a new phenomenon. As Massingham and Herrington (2006) have highlighted, attendance has been seen as an issue by lecturers for decades

Understanding the reasons why students opt not to attend lectures can lead to useful information that can inform pedagogic practice. The reasons students give often have little to do with the availability of recorded lectures

Their results revealed that the most important considerations were the predicted outcome of attending the lecture (e.g., Will it facilitate my own subsequent study and learning?), the topic or subject of the lecture (e.g., Will I learn this material better by attending a lecture or by individual study?), whether the lecture will meet the students current learning needs, and personal considerations (e.g., Do I have competing commitments that I view as having a higher priority?), and whether the student had had a previous positive or negative experiences with a particular teacher. Other studies have also highlighted the central importance of the lecturer in attendance decisions.

Coursera's on a growing streak. The number of new institutions of higher education to sign onto the free online course site has more than doubled, bringing the total count of colleges and universities participating to 33 from 16. Among the new schools participating: Berklee College of Music, Columbia University, Ohio State, Vanderbilt, and Wesleyan.

One new participant is the University of California Irvine, which has added seven courses and is already involved in a Coursera-like initiative run by the OpenCourseWare Consortium, but without the interactive components that Coursera provides. UCI also offers educational materials on iTunes U, YouTube, Connexions,

The new 2.3 release receives what developers categorized as "major new features" in nine different areas: file usability, repository, course pages, assignments, books, quizzes, SCORM, workshops, and update notifications.

Seven Facts about the State of Online University Courses in 2019 (Infographic)

According to a research study, “IoT in Education Market” by MarketsandMarkets, the global market size is expected to “grow from $4.8 billion in 2018 to $11.3 billion by 2023.”

Personalized Learning One of the biggest hurdles with the typical education system is the lack of flexibility in the course work. The course is the same for each and every student. The human-to-human interaction in a classroom space is collective and does not take into account the individual pace and needs of the student. Building on the idea of Big Data collection, with IoT each student can be evaluated and monitored on an individual basis. Weaker students may be granted a modified course work that caters to them individually to bring them up to speed. On top of that, the aggregate data can guide the instructors to modify the coursework on the go depending on the collective class needs.

More Human-to-Machine Interaction

"Lecture capture in general is becoming very quickly an expectation of students," said Chris Edwards, assistant vice president at the University of Cincinnati in Ohio

"Lecture capture in general is becoming very quickly an expectation of students," said Chris Edwards, assistant vice president at the University of Cincinnati in Ohio.

We are seeing an uptick in both use of lecture capture, need for lecture capture, and also video content creation by faculty outside the lecture hall,"

The Flipped Classroom continues to emerge as one of the most exciting grassroots movements in the academic world. Teachers all across the world are trying it and loving it. Make no mistake, the flipped classroom is no “trend” – it is a clear reflection of how technology truly can be a powerful tool for educators who are inspired to do the very best by their students

Social Learning in Online Courses I truly believe that better incorporation of social learning is vital to making online learning more engaging. Many online programs struggle to attain retention rates similar to most in-seat programs. One of the elements generally lacking in online learning (but natural to the face-to-face classroom) is a healthy level of social interaction. When online teachers make the effort to build social interaction into the digital classroom, they create multiple opportunities to enhance engagement and improve learning outcomes.

Tools to Embed Questions in Videos Admittedly, this is not the kind of game changing ed tech idea that others on this list are, but I still think it is worth noting. Over the last year, EdPuzzle, EduCanon, and Zaption are a few of the tools that I have seen mentioned over and over in the ed tech social media over the last year. This capability has just ‘blown up’ over the last year or so, getting a lot of attention, and for good reason

“We are living in an incredible age for learning, when there’s so much knowledge available, that one would think that this is good news for higher education,” Bryan Alexander told me recently. Alexander writes often about the future of higher education and is finishing a book on the subject for Johns Hopkins University Press. “Yet we’ve seen enrollment in higher education drop for six consecutive years.”

In 2015, Georgia Tech formed a commission on the future of higher education, and its 48 members were asked to imagine what a public research institution might look like in 2040.

The primary recommendation of the Georgia Tech report is that the university turn itself into a venue for lifelong learning that allows students to “associate rather than enroll.” Such a system would provide easy entry and exit points into the university and imagines a future in which students take courses either online or face-to-face

One meaningful use of education technology is the ability to change how students can share their voice

Here are a few of things we explore in our discussion (with apologies to regular readers for duplicating much of this list from just a week or so ago

Located in Parkville, Missouri, a Kansas City suburb of 5,500 residents, Park University has a main campus of about 2,000 students. However, with more than 40 campuses across the nation and students on more than 30 military bases, the vast majority of Park’s 16,290 students are distance and online learners,

t was designed to provide services to students and connect all those students across the country into one university,

With more than 400 available commands, students can use the university-specific feature to receive answers to frequently asked questions, information about school programs and events, as well as course schedules, grades and GPAs by linking a university ID to Alexa.

Selon une étude de McKinsey, entre 40 et 55% des activités professionnelles sont « potentiellement automatisables » dans les 46 premières économies mondiales. Et un rapport de l’Université d’Oxford suggère que d’ici 2035, 42 % des emplois français seront occupés par des robots mus par une intelligence artificielle. Ces évolutions encouragent les entreprises à réinventer l’apprentissage et à développer les compétences de leurs salariés pour rester dans la course

Plutôt que de se focaliser sur la création de contenus, les responsables RH doivent chercher des moyens pour encourager le personnel à apprendre. En devenant des « curateurs » de contenus d’apprentissage, ils aident les collaborateurs à développer leurs compétences, tout en initiant un dialogue sur l’évolution de leur carrière

En premier lieu, aidez les décideurs à devenir des curateurs. Ils devront comprendre qu’une formation structurée n’est pas toujours la meilleure solution et que d’autres méthodes de développement des compétences, par exemple le partage des connaissances, le coaching ou l’apprentissage sur le terrain, peuvent être beaucoup plus efficaces. L’entreprise aura alors intérêt à investir dans de nouveaux outils et de nouvelles ressources, facilitant la collaboration et la pratique.

Can a new breed of online mega courses finally offer a college education to more people for less money?

More and more frequently modern employees expect video to be a factor in on-the-job learning. And not simply a dry, one hour VHS training course of the past. Good, relevant video content that impacts performance. We’ve outlined a few guidelines on improving onboarding with video here.

In an international poll each year, reaching over 50 countries, I ask people: “What is hot in L&D this year?” The choice of ‘Video’ has fallen down the table of ‘hotness’. In other words, it’s no longer considered exciting

In other words: video is now part of the way we live and learn today.

Research shows that by the end of the year, the majority of organizations will be using video as part of their digital training strategy. Video caters to many types of learners and is engaging, memorable and fun. It’s also increasingly becoming a cost-effective way to deliver complex information in a short time. Video can be used effectively in several different areas: Description Demonstration Documentary Dramatization

So how can you incorporate video into your elearning courses? Here are a few simple ideas.

Keep It Short.

Lecture capture has attracted a good deal of hostility recently. One article in Times Higher Education reported reservations from academics about the effect that recording lectures for online viewing could have on student participation and attendance (“University of Huddersfield gives tutorial filming plan green light”, News, 5 July). Another article aired worries that editing recorded lectures might eat into academics’ time, and that they may be used by management to assess performance, or by students to expose staff to ridicule (“Disability cuts lead to universal lecture capture policy”, 28 July). My own experience has led me to a very different view. Early this year, after more students enrolled on my ethics and society course than our school’s largest lecture theatre could hold, arrangements were made to live-stream the lectures into an overflow room. Because the capture system also recorded the lectures, we decided to post them on the course’s online learning platform and see what happened. The results were very positive.

48 per cent of respondents said that the recordings greatly enhanced their learning, with 94 per cent acknowledging some positive impact.

on average, each student viewed the library of 31 lectures 14 times, for a total duration of five hours. Lectures were watched for an average of 22 minutes, indicating selective use rather than passive reception.