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The study concluded that for online classes that range from 16 to 40 students, increasing class size as much as 25 percent does not significantly affect student grades, credits earned in the next session, or enrollment in the next session. The preliminary paper discussed the implications for the results, suggesting impact on cost savings for institutions with an online program with large numbers of students and classes. For instance, establishing class size limits of 40 students as opposed to 30 students could have positive financial implications through instructor compensation.  The researchers acknowledged limitations of the study, which was the sample of relatively small online classes.

The Community of Inquiry Framework is a powerful tool for helping to design and organize online learning environments. The Webinar series are great learning activities for professionals engaged in online education.

Free and stable. A very robust and secure online discussion platforms. Easy to use and moderate. Easy to set up and begin. Discussions, polls, debates. Allows attachment of pictures, videos, PDF, Microsoft documents. Reports and results; grouping of students...

A good tool to add to your Non-LMS toolkit

Something that needs close attention. If one is to be successful with online communication and information access (consider filling out an application form [more and more online only] or a tax form) literacy is imperative. Adult Basic Education seems to be first in line to be cut, which has some pretty major ramifications!

Re: "Online learning shaking up the world of education," Jan. 30. Monday I started a MOOC (massive open online course) at the University of Edinburgh, "An Introduction to Philosophy." Eighty thousand students are enrolled. My email inbox is crammed with hundreds of introductory personal statements covering what meals students just ate, major obsessions, relationships, etc.

This article examines the potential of synchronous communication in online education by analyzing the newest tools and platforms that facilitate real-time group communication, and the pedagogy associated with implementing synchronous communication tools into asynchronous learning environments.

Link to pdf with interesting results to a study on information overload and online learners

Richard Byrne describes how to use this free online collaborative whiteboard tool, Stoodle. Stoodle provides users multiple "pages" to write on and the option to import files from a wide variety of sources including Dropbox, Google Drive, and Evernote. Students can work collaboratively on a file and chat about is in real time using the chat box and microphone features.

A very robust online classroom that includes discussion, quizzes, calendars, polls, gradebooks, assignment annotation, and much more. Very dynamic and free. The help centre provides video tutorials: http://help.edmodo.com/?subdomain=www

Look no further, this wiki lists sixteen categories of online tools, additional online sites, as well it has a teacher resource section, and if you know of a cool web 2.0 site not listed you can email the creater and she will add it to the site.

A huge list of free online tools for teaching/learning. "At least one excellent free learning tool (or site) for every learning problem, need or issue!"

Wow--quite a list! Thanks! :)

You must check out this blog. It presents ideas for efficient and effective tech integration. One tab focuses on professional development options for 21st century educators, each topic relating to using technology in the classroom. There is a page on Digital Literacy Badges, Google Docs; the list goes on as some of the pages have multiple tabs to take you to even more information. I could spend hours exploring. It is amazing the number of different online sites available for teachers to host content and for students to present their understanding. The host of this blog Sue Oxenvad also offers online professional development, which you can register for on the blog.

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Reference: Freeman, W. & Tremblay, T. (2013). Design Considerations for Supporting the Reluctant Adoption of Blended Learning. MERLOT Journal of Online Learning and Teaching, 9(1), 80-88. This paper presents a case study where an online course was redesigned as a blended course without involving instructor participation. It examines how the instructors struggled with this new format and offers suggestions to course designers on how to successfully design and implement blended programs.

This paper argues that first time eLearners often experience cognitive overload, (as described in Cognitive Load Theory), in the early stages of an online course and it is suggested that this is a likely contributor to high drop out rates, particularly in terms of those withdrawing within the first few weeks of the course start

this paper interviews 16 different teachers that teach online. they all have first hand experience and discuss best practices.

From website: Social networks as learning management systems...applications can turn existing social networks such as Facebook. Into a Learning Management System, (LMS, LCMS) and retain all the rich communication and scheduling tools that these applications offer. UdutuTeach allows you to import courses from myUdutu, manage which people can take your courses, and track the learners' progress.

This Glog, created by Sue Oxnevad, is titled "Google Docs For Learning". There are 12 notes attached to this online poster board. When you click on each, you are taken to different presentation formats and instructed how you can use Google Docs, and in some instances retailed web tools, in relation to the folllowing: * Assignment Tracker: Google Forms * Build Vocabulary * Digital Notes: Google Docs and Readability Martlet * Guided Learning * Mind Mapping * Multi Media * Organization: Google Calendar * Project Based Learning * Self-Grading Quiz: Google Form * Templates: Use Google Docs Templates * Word Posters: Google Draw * Writers Workshop

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