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The document summarizes research on college students' academic research habits and needs. It found that most students do research online and their most common first steps are using scholarly databases or popular search engines. While most students were satisfied with the current online research process, the majority also found it time-consuming. Students expressed wanting "smart search" features, a guide through the research process stages, and tools to help organize sources and show connections between sources and content areas.
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Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
Don’t leave me alone: effectiveness of a framed wiki-based learning activity
This study investigated the effect of a wiki-based activity on student learning. 146 university students participated in the activity on search engines and Google. Students were assessed before and after the activity using a 40 question multiple choice test. On average, student scores improved from 38.6% correct to 54.9% correct, a statistically significant gain. The largest learning gains were seen in students who scored lowest on the pre-test. Most students improved their scores by at least 40%. The activity was designed using principles of collaborative learning and did not find any significant difference in learning gains based on student role in the activity groups. Overall, the results suggest that a well-designed wiki activity can enhance learning when implemented according to collaborative learning frameworks.
Taking online teaching_to_task
This study surveyed online faculty across institutions to validate a list of 95 teaching tasks and examine the frequency, importance, and time commitment of these tasks. Key findings include:
1) The top 5 most frequently reported tasks related to maintaining privacy/records and communicating with students.
2) Tasks rated most important for student learning involved clear expectations, feedback, and responding to students.
3) Many tasks took more time online than face-to-face, especially communication and discussion monitoring.
4) Less experienced faculty rated basic tasks as more important while veterans saw advanced tasks as more impactful.
The study aims to further analyze task importance by experience level and needs help identifying missing tasks or surveying additional
SETT
The document discusses various frameworks and tools used to evaluate assistive technology needs, including the SETT Framework, WATI assessment tools, QIAT indicators, and the Toolbelt Theory. It provides an overview of how an assistive technology evaluation team should be comprised and consider the student, environment, tasks, and tools. A variety of assessment forms, checklists, and guidelines are presented to guide the evaluation and decision-making process.
Taking online teaching_to_task
The document describes a survey of online faculty conducted to validate tasks involved in online teaching and to assess the importance, time commitment, and need for support associated with various tasks. Key findings include:
- The top 5 most frequently reported tasks relate to maintaining privacy/records and communicating with students.
- Tasks rated most important for student learning involve communicating expectations and providing feedback.
- Tasks requiring more time online than face-to-face involve monitoring discussions and testing navigation.
- Tasks where faculty reported needing more support involve troubleshooting technology and adapting materials.
- Less experienced faculty rated administrative tasks as more important than more experienced faculty.
TLC2016 - Data for Students - A student-centred approach to analytics in Learn
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
Jackson & Boucher - Ready to Research? An off-the-shelf solution enabling res...
Jackson & Boucher - Ready to Research? An off-the-shelf solution enabling res...IL Group (CILIP Information Literacy Group)
An off-the-shelf online information literacy assessment tool called Research Readiness Self-Assessment (RRSA) was used at Cardiff University and Swansea University to help research students evaluate their own information literacy skills. The RRSA was designed by librarians and psychologists to provide individualized feedback and training recommendations based on students' results. At both universities, participation was encouraged through various means. Analysis showed that students tended to overestimate or underestimate certain skills. Students who took the RRSA were nearly twice as likely to attend library training. While feedback was seen as helpful, some students felt it could be more specific. The RRSA was viewed as a useful tool but not necessarily needed by all students.Statistical data about open courseware users
A survey conducted by the OCW consortium and Education-Portal found that OpenCourseWare users include faculty, self-learners, working professionals, employers, students at various levels, and others. A separate OCW survey found that users access the materials to help understand concepts, learn something for a specific project, and supplement teaching materials. A University of Illinois study of Chinese translations of OCW materials found similar reasons for use including extending professional knowledge, personal interests, answering work-related questions, and academic studies.
Online symposium
This document provides information about selecting quality electronic learning resources and reviewing online courses. It summarizes standards and reviews for online courses from organizations like the California Learning Resource Network (CLRN), iNACOL, and the Texas Virtual School Network. The document outlines standards for online course content, instructional design, student assessment, technology, and course evaluation/support. It describes CLRN's process for reviewing high school English/math courses based on Common Core alignment and providing feedback from educators and students.
Improved Intervention Strategies through Integration of Social Networking & T...
The document describes the development and implementation of an online intervention program called STARS at Georgia Southern University. STARS was created to better communicate with struggling students, collect student data, and provide academic resources. It includes modules on topics like time management and goal setting. Usage data shows students access the additional resources and materials. The program aims to have a positive impact on student recovery and retention. Going forward, the university hopes to adopt STARS more widely and incorporate academic action plans for students.
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