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Online educational content is becoming increasingly popular in higher education. In prior studies it has been reported that students prefer weblectures with a visible lecturer over weblectures consisting of audio and slides only. Anticipated was that the amount of attention students pay to a weblecture is relevant for this preference. A study was conducted to see whether lecturer-visibility was related to reported attention for a weblecture. Lecturer's appeal was expected to be a moderator in this relation.

The purpose of this paper is to discuss performance in postgraduate education in Sweden and Scotland. Drawing on two cases, the paper considers three themes: differences in students' performance by study mode, differences in students' performance by length of study, and finally comparing performance by study mode between modules in Scotland with an entire programme in Sweden.

I thought at first she was condeming online learning but by the end of the article I found myself agreeing with many of the things she said. Thanks Wendy

European Distance Educational Network - good source of research

Eden website

Guardian debate about MOOCs and free education

"he digitisation of content combined with a global network for delivery and an open system for sharing has seen radical changes in many industries. The economic model which has underpinned many content based industries has been based on an assumption of scarcity. With a digital, open, networked approach we are witnessing a shift to abundance of content, and subsequently new economic models are being developed which have this as an assumption. In this article the role of scarcity in developing higher education practice and pedagogy is explored. The shift to abundant content has as profound implications for education as it has for content industries. The possible contenders for a 'pedagogy of abundance' are examined and the necessary requirements for such a pedagogy outlined."

This is a fabulous toolkit to introduce and explore blended learning. On this page it discusses the pros and cons of institutional readiness for blended; when it works and when it doesn't

We need to think about SOLO and what students post on forums, can we tell from their posts if they are progressing to metacognition?