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Dr. Michelle Miller draws from her research in neuroscience and cognitive psychology and shows us how to facilitate learning for minds online.

The purpose of this study was to examine instructor performance, which might reflect the quality of instruction in regards to online class size. Instructor performance was measured through peer reviews of online faculty in the areas of: fostering critical thinking, providing instructive feedback, maintaining high expectations, establishing relationships, and exemplifying instructor expertise. Class size was defined as the number of students still enrolled at the end of the course

"Results indicated that vertically unidirectional response options should be used when absolute judgments are being made using online-administered Likert scales. When relative judgments are being made, horizontally unidirectional response options should be used."

the NAD laments that much of the universities' online media is published on platforms like YouTube, whose auto-captioning function is woefully insufficient for the hard of hearing. Food for thought.

Great way to offer tech support to students in an online course, by the great Laura Gibbs at U. of Oklahoma

As new technologies allow digital lessons to be tailored to various learning styles, a growing number of programs are evolving to enable students with disabilities to take online courses created with their needs in mind.

But it is still a fringe idea, and the advocacy groups calling for digital standards are under-resourced and tiny. Both in the US and Australia, advocates for digital inclusion are dwarfed by the size of online media companies - lacking the power of lobbyists, they often struggle to be heard.

"virtual students will visit the campus on occasion for "intense immersions" to learn skills such as, say, suturing wounds. Online students would visit the campus during the first week or two of the program as well as at the end of their first year to learn clinical skills-training that for on-campus students happens over the course of the year. The Online students would also visit the campus at the end of the clinical year to do testing and have the option of doing a rotation at the Yale New Haven Hospital, according to Van Rhee."

"A major affordance of video is the ability to produce multimedia elements and create dynamic learning artifacts. This may be self-evident, yet often instructional videos are produced without much design devoted to sound or imagery. Students repeatedly described the audio/visual elements of video as useful aspects of online course videos. Throughout the interviews, all participants evaluated charts, graphs, photographs, and other visuals relevant to the content area in positive terms. Conversely, a couple of students voiced their dissatisfaction with videos that they did not perceive as a value-add over text (they said videos they viewed did not include useful audio/visuals and that they could have just as easily read a transcript for the same information)."

Cheating and responses to it; mainstream take w/ resources

"We have more than 200 learning design specialists embedded in our colleges and campus."

"This paper describes the challenges of designing and implementing online group work. "

""In sum, plaintiffs were deceived into spending tens of thousands on tuition alone for a program that functionally required them to teach themselves the material," the complaint reads. "They paid more than their peers who completed the same degree in a classroom, and yet received far less.""

A distinctly different feel/tone than the VCU CT article...