Faculty Time
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This document summarizes the results of a survey about myths and misconceptions regarding the time required to develop and teach online courses compared to face-to-face courses. The survey found that developing an online course for the first time takes more time than a face-to-face course, but that the time difference decreases with subsequent online course offerings as instructors gain experience. While certain aspects like content development take more time for online courses initially, the time required to work through both the technological and pedagogical learning curves for online teaching is relatively short. More data is needed to further analyze factors affecting time requirements.
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Presentation of the findings of the 2014 E-expectations study of college-bound seniors and their parents
E expectations for HighEdWeb 2014
A review of the 2014 E-expectations of High School Seniors and Their Parents as presented at HighEdWeb 2014 on 10/20/14 by Stephanie Geyer (Noel-Levitz) and Lance Merker (OmniUpdate)
BRM Final Presentation
The document discusses a study measuring student satisfaction with online courses in Humber College's Global Business Management program. A survey found that most students found the online coursework more difficult than expected and requiring more time. While many students had the necessary computer skills for online learning, most felt that face-to-face interaction was important and were dissatisfied with the lack of interaction online. The study recommends that Humber College improve its online learning services and support to increase student satisfaction.
Speak Up Findings 2020
The document discusses insights from Project Tomorrow's Speak Up Research on K-12 students' perspectives on learning. Some key points:
- Most students are assigned Chromebooks in school and use Google tools weekly, taking online tests. Over 3/4 use digital media and watch videos for class.
- Many students say they learn more from videos than reading and prefer online classes. They use various digital tools outside of school for self-directed learning.
- Students see benefits of technology in engagement, skills development, and personalized learning. Their preferences reflect wanting control over their learning and learning at their own pace.
- Environments like work experience, additional languages, and problem-solving help develop college and career
What the students and staff are telling us
1. A survey of over 37,000 students and 1,900 teachers across the UK found differences in digital experiences between further education (FE) colleges and higher education (HE) universities.
2. Teachers at FE colleges reported lower access to digital resources like e-books and lecture capture compared to university teachers.
3. Both students and teachers were more positive about their institution's digital environment than teachers, indicating teachers have a more critical view.
4. Digital teaching practices differed between sectors, with college teachers more likely to use live polls/quizzes and provide digital feedback.
Learner digital experience insights survey 2020: UK further education (FE) su...
The document summarizes findings from Jisc's 2020 learner digital experience insights survey of UK further education. It outlines that most FE learners have smartphones and laptops to access learning remotely. It also discusses themes around learners' technology use, their organization's digital provision and support, how technology is used for learning, and developing digital skills. Key findings show areas of strong digital access for learners as well as gaps, such as inconsistent support from instructors and a need for more digital skills training. The COVID-19 pandemic highlighted additional needs like laptop loans and better remote systems access.
Online Education: Where Benefits Outweigh Challenges
Slides to accompany STC Summit presentation for Wednesday, 24 June 2015. Discuss class formats, academic analysis and metrics, and case history of presenter's experience moving from standup instructor to virtual one.
Using Classroom Response Systems to Engage your Students
The document summarizes the key points from a presentation about using clickers (student response systems) in university lectures. It discusses the benefits of clickers in increasing student engagement and interaction during lectures. It provides examples of different types of clicker questions and applications. Student perceptions of clickers from surveys are also presented, finding that clickers improved attendance and helped students evaluate their understanding. Best practices for implementing clickers are outlined.
Online roadkill
This document discusses online and blended learning models being implemented in California schools. It provides an overview of different blended learning models such as rotation, flex, and hybrid virtual schools. It also summarizes the results of California's eLearning Census which found that around 18,600 students are enrolled in virtual schools while around 79,800 students participate in blended learning programs. The document emphasizes the importance of selecting high-quality online courses that are engaging, make good use of technology, and have been properly reviewed. It outlines several factors schools should consider when evaluating online courses.
Online education june 2015(3b)
The document discusses online education and compares its benefits and challenges. It provides data showing that most academic leaders see online learning as critical to their long-term strategy and believe its learning outcomes are equivalent to or better than face-to-face instruction. While online education provides benefits like flexibility and convenience, challenges include technology issues, student isolation, and developing engaging online content. Student and instructor feedback reflects both advantages and disadvantages of the online medium. Overall, the presentation concludes that online education's benefits outweigh its challenges for technical communication topics.
Challenges of Online Education
The document discusses online education, outlining both its challenges and benefits. It begins with definitions of online course types and an overview of data showing that academic leaders see online learning as critical to their long-term strategies and believe learning outcomes are comparable to or better than face-to-face instruction. Challenges discussed include technology issues, student and faculty abilities, and retaining students online. Benefits include flexibility, convenience, and developing technology skills. Student feedback provides mixed views, with some praising flexibility while others prefer face-to-face interaction. In conclusion, the author believes online education's benefits outweigh challenges for technical communication topics.
Student digital experience insights survey 2020: UK higher education (HE) sur...
The document summarizes findings from the 2020 Student Digital Experience Insights Survey conducted in UK higher education. Some key findings include: most students have laptops and smartphones to access learning materials; access to online resources and wifi is generally good but inconsistent; students report getting feedback on their work monthly but less frequent collaboration; and support for developing digital skills could be improved. The COVID-19 pandemic highlighted needs like more recorded lectures, laptop loans, and support for remote access. Overall it assessed the student digital experience and opportunities to improve digital learning, teaching, and skills support.
Creative Classroom Communication: Comparing online vs face-to-face
1. The document compares opportunities for language practice and communication, quality of feedback and assessment, and teacher-student communication between online and face-to-face English language classes offered by Wall Street English.
2. Surveys of teachers and students at Wall Street English found that there are fewer opportunities for language practice, spontaneous communication, and understanding between teachers and students in online classes compared to face-to-face classes.
3. The research aims to identify differences between online and in-person classes in order to recommend improvements to Wall Street English's online teaching training and class design.
California eLearning Census
This document summarizes the California eLearning Census conducted by Brian Bridges to analyze online and blended learning in California K-12 schools. The census found that 18,500 students participated in full-time virtual learning, 76,300 students participated in blended learning models, and 17,500 students took online courses over the summer of 2011. Most blended learning utilized the self-blend model with an average of 400 students per district. The census confirmed predictions that blended learning would dominate over full-time virtual schools with 90% of students learning online at their school campus.
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Student Authentication
OpenID is a decentralized single sign-on system that allows users to log into multiple websites using a single digital identity. It gives users control over their personal information and which websites can access it. OpenID is gaining popularity with millions of users on sites like LiveJournal and AOL adopting it. Higher education institutions should consider becoming OpenID providers or integrating it into applications to make it easier for students and alumni to log into campus services and merge their online and campus identities.
Promise of Analytics
The document discusses the promises and challenges of academic analytics in higher education. It outlines stakeholders' expectations for data strategies and concerns regarding privacy, resource allocation, and how data is collected and used. Academic analytics aims to mine institutional data to produce actionable intelligence for informing policy, enhancing responsiveness, and improving learner choice and governance. However, concerns remain around who determines what data is collected and how profiles are used ethically while balancing accountability and performance indicators.
Online Consumer Reports WCET
This document discusses trends in online higher education, including increased participation by both institutions and consumers. It notes that competition is growing as around 1,600 schools now offer online programs. However, information available to prospective students is often poor and directories are dominated by school-led rather than aggregator-led information. There is little standardized comparative data to help students choose between schools. The document argues greater transparency could help with student choice, differentiation, efficiency and accountability in the online education market.
Mobility Means Never Having To Say You Are Offline
The document discusses the rise of mobility and how it has changed how people live, learn, and connect through media. It notes that mobility allows people to be connected anytime, anywhere through mobile devices. Mobility has especially impacted Generation M, who spend over 6 hours per day on mobile media and are heavy multitaskers. The conclusion states that mobility has changed how people live, learn, and stay connected through media, and that media will continue to change how information is learned and absorbed.
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The document discusses educational applications of Second Life, a 3D virtual world. It outlines how Second Life can be used for lectures, presentations, virtual field trips, practicing language skills, showcasing student work, and machinima. It also discusses networking opportunities in Second Life and challenges such as technical requirements and questionable content. Tactile learning through simulations is highlighted as another potential use.
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HYPERTENSION - SLIDE SHARE PRESENTATION.
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skeleton System.pdf (skeleton system wow)
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Making of a Nation.
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Social Laboratory, New Zealand,
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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