experts' corner: online courses
|
Learn about the latest about curriculum development, community support features, learning management systems, and more.
|
21st Century Learning: Researchers discuss how to leverage social media, self-directed learning and Personal Learning Environments in higher education contexts.
added December 2, 2014 "Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning" Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and higher education, 15(1), 3-8. The authors discuss evidence that social media can facilitate the creation of PLEs that support self-regulated learning. They discuss the need for teaching students how to use these tools to promote effective self-regulated learning. They then present a framework for using a wide variety of social media tools within the context of a three phase model of self-regulated learning:
Go to original article (may require journal subscription)... |
|
Researchers explore linking learning design with learning analytics to improve the meaningfulness and use of learning analytics for educators.
added November 11, 2014 "Informing Pedagogical Action: Aligning Learning Analytics With Learning Design" Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 0002764213479367. The authors review the developing field of learning analytics and argue that to be effective for educators learning analytics need be grounded in "a contextual framework that helps teachers interpret the information that analytics provides." The authors suggest that learning design practices "can provide the context for making sense of diverse sets of analytic data." They then investigate how how a particular category of learning analytics (checkpoint and process analytics) can improve the interpretation of outcomes from a learning design and facilitate pedagogical action. Go to original article (may require journal subscription)... |
 |
Researchers review both claims and empirical studies on the pedagogical foundations of MOOCs.
added June 24, 2014 "The Pedagogical Foundations of Massive Open Online Courses" Glance, David George, Martin Forsey, and Myles Riley (2013) First Monday 18 (5). The authors report that empirical evidence directly related to MOOCs was difficult to find, however, the evidence available suggested that there was no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Go to original article (may require journal subscription)... |
 |
Researchers study students' use of asynchronous discussion forums and synchronous private messages and report on their reinforcing effects.
added June 24, 2014 "Exploring asynchronous and synchronous tool use in online courses" Oztok, Murat, Daniel Zingaro, Clare Brett, and Jim Hewitt (2013). Computers & Education 60(1): 87-94. Among their findings, the authors report that asynchronous notes contain more academic language and less social language, that the most active forum-posters are also the most active private message users, and that those who frequently send private messages spend more time online. They conclude that private messaging supports asynchronous discussions in the formation of a community of inquiry. Go to original article (may require journal subscription)... |
|
Researchers describe how they applied "Active Mastery Learning" when creating an online course at Colorado State University-Global Campus.
added June 22, 2014 "A Model for Developing High-Quality Online Courses: Integrating a Systems Approach with Learning Theory" Puzziferro, Maria, and Shelton, Kaye (Dec 2008) Journal of Asynchronous Learning Networks 12(3-4): 119-136. According to the authors, this paper examines "the collaborative online course development process from an administrative perspective, and present a systematized approach to developing, implementing and managing high-quality, streamlined online course production." Their approach covers strategies for integrating curriculum, lesson, activity, and assessment development, and includes setting learning benchmarks, and using "best practices" for online teaching. Go to original article (may require journal subscription)... |