Using open textbooks in community colleges can reduce costs for students while maintaining educational quality. An analysis of various studies found that open textbooks were equally or better received than traditional textbooks by both students and teachers. When Houston Community College adopted a free online psychology textbook, 84% of students felt it helped them afford college and most found it easy to use. Similarly, at Virginia State University most students downloaded free business textbooks and materials, and those courses saw a reduction in failing grades compared to courses without open textbooks. A larger study across multiple community colleges found most teachers and students felt open textbooks were of similar quality to traditional textbooks, with some preferring the open options due to cost savings and accessibility.
Blending face-to-face postgraduate courses delivery with MOOCs in a sub-Sahar...African Virtual University
Students’ experience and perceptions
By;
Dr. Joel S. Mtebe
Lecturer in Computer Science
Director of;
Center for Virtual Learning
University of Dar es Salaam,
Tanzania
http://works.bepress.com/mtebe/
3rd international conference of the AVU
Lecture capture and active learningRising to meet the needs of the changing A...Blackboard APAC
Classroom-based lecture capture has gained wide acceptance and application in higher education globally, and is part of the mainstream in university teaching in Australia and New Zealand. This presentation will offer insights into the University of Newcastle’s use of Echo360’s lecture capture solutions, including how the technology is used to support blended and flipped styles of learning and teaching, and how students respond to the service provided. The presentation will also showcase Echo360’s Active Learning Platform, and discuss how the platform’s unique direction will enable institutions to further enhance and extend learning opportunities for their students.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Blending face-to-face postgraduate courses delivery with MOOCs in a sub-Sahar...African Virtual University
Students’ experience and perceptions
By;
Dr. Joel S. Mtebe
Lecturer in Computer Science
Director of;
Center for Virtual Learning
University of Dar es Salaam,
Tanzania
http://works.bepress.com/mtebe/
3rd international conference of the AVU
Lecture capture and active learningRising to meet the needs of the changing A...Blackboard APAC
Classroom-based lecture capture has gained wide acceptance and application in higher education globally, and is part of the mainstream in university teaching in Australia and New Zealand. This presentation will offer insights into the University of Newcastle’s use of Echo360’s lecture capture solutions, including how the technology is used to support blended and flipped styles of learning and teaching, and how students respond to the service provided. The presentation will also showcase Echo360’s Active Learning Platform, and discuss how the platform’s unique direction will enable institutions to further enhance and extend learning opportunities for their students.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Collaborating across borders: OER use and open educational practices within t...Leigh-Anne Perryman
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth
Paper presented by Leigh-Anne Perryman and John Lesperance at OE Global 2015, Banff, Canada.
Land of The Learning Giants: The Rise of MOOCsEamon Costello
Massive Open Online Courses (MOOCs) have been heralded and decried in something of equal measure over the last four years. Their ultimate purpose and the effect they are having are still uncertain but given the level of maturity that has now reached we ought now to be able to attempt to answer some questions of this phenomenon. Following an overview of key issues for educational research on the topic of MOOCs this paper presents findings from studies we have conducted into
* Representations of MOOCs in the Irish Print Media: What are the narratives, who is telling it and why?
* Quality of education in MOOCs in particular regarding online testing
* The strategic drivers for higher education institutions in Ireland to develop MOOCs
SITE 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Tolosa, C., East, M., Barbour, M. K., & Owen, H. (2019, March). Learning an Asian language in a primary online learning program. A full paper presentation at the Society for Information Technology & Teacher Education International Conference, Las Vegas, NV.
Flipped learning versus traditional teaching Tuulevi Ovaska
Feedback and Evaluation of Information Skills Training for University Hospital Nursing Staff
ICML + EAHIL 2017, 12th-16th June, Dublin, Ireland
Tuulevi Ovaska & Kirsi Salmi
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
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This details a successful data-driven redesign of Math 215, an online statistics concepts course at Franklin University. The redesigned course incorporated new interactive educational multimedia. This new design resulted in improved student retention, better student performance, and better satisfaction with the course.
EVALUATING CLASSROOM PRACTICE: A CRITICAL ANALYSIS OF APPROACHES TO EVALUATIO...Tom Power
This study builds on and contributes to work in teacher education and educational technology, in international development contexts. Recent reviews, funded by the UK Department for International Development (DFID) have examined the characteristics of teacher education programmes (Westbrook et al. 2013) and educational technology programmes (Power et al. 2014), that show evidence of impact on teaching practice or learning outcomes. These both illustrate the importance of a strong focus on improving the quality of classroom practice in programme design, and both indicate some of the key characteristics of effective programme support for teachers. But in both reviews, the studies reviewed present problems of evidence. Such evidential problems arise in relation to reporting changes in: attitudes and understanding; teaching and learning practices; and learning outcomes.
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Collaborating across borders: OER use and open educational practices within t...Leigh-Anne Perryman
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth
Paper presented by Leigh-Anne Perryman and John Lesperance at OE Global 2015, Banff, Canada.
Land of The Learning Giants: The Rise of MOOCsEamon Costello
Massive Open Online Courses (MOOCs) have been heralded and decried in something of equal measure over the last four years. Their ultimate purpose and the effect they are having are still uncertain but given the level of maturity that has now reached we ought now to be able to attempt to answer some questions of this phenomenon. Following an overview of key issues for educational research on the topic of MOOCs this paper presents findings from studies we have conducted into
* Representations of MOOCs in the Irish Print Media: What are the narratives, who is telling it and why?
* Quality of education in MOOCs in particular regarding online testing
* The strategic drivers for higher education institutions in Ireland to develop MOOCs
SITE 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Tolosa, C., East, M., Barbour, M. K., & Owen, H. (2019, March). Learning an Asian language in a primary online learning program. A full paper presentation at the Society for Information Technology & Teacher Education International Conference, Las Vegas, NV.
Flipped learning versus traditional teaching Tuulevi Ovaska
Feedback and Evaluation of Information Skills Training for University Hospital Nursing Staff
ICML + EAHIL 2017, 12th-16th June, Dublin, Ireland
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The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
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Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
This details a successful data-driven redesign of Math 215, an online statistics concepts course at Franklin University. The redesigned course incorporated new interactive educational multimedia. This new design resulted in improved student retention, better student performance, and better satisfaction with the course.
EVALUATING CLASSROOM PRACTICE: A CRITICAL ANALYSIS OF APPROACHES TO EVALUATIO...Tom Power
This study builds on and contributes to work in teacher education and educational technology, in international development contexts. Recent reviews, funded by the UK Department for International Development (DFID) have examined the characteristics of teacher education programmes (Westbrook et al. 2013) and educational technology programmes (Power et al. 2014), that show evidence of impact on teaching practice or learning outcomes. These both illustrate the importance of a strong focus on improving the quality of classroom practice in programme design, and both indicate some of the key characteristics of effective programme support for teachers. But in both reviews, the studies reviewed present problems of evidence. Such evidential problems arise in relation to reporting changes in: attitudes and understanding; teaching and learning practices; and learning outcomes.
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There are several implications from the recent reviews and the case study, that lead us to argue for greater development of evaluation approaches for classroom practice, based upon rigorous, systematic observation (using standardised observations, of objective behaviors). Such approaches must be capable of deployment at scale, and reliable implementation through relatively inexperienced field researchers, available and affordable in country. This may suggest certain kinds of large scale quantitative observation, that are rare in the global north. Is there an opportunity, for a collective accumulation of data, to deepen our basic understanding of classrooms and the actors within them?
Delivered presentation to 6 offices / over 700 real estate agents. Teaching how to embrace social networks as a tool to drive traffic, increase their visibility and make sales happen!
NYSCSS 2014 - Plug Nickels, Snake Oil, And Charlatans: What We Really Known A...Michael Barbour
Barbour, M. K. (2014, March). Plug nickels, snake oil, and charlatans: What we really known about K-12 online learning? An invited keynote presentation to the New York State Council for Social Studies annual meeting, Albany, NY.
1
DavisP-Edu7005-8
10
DavisP-Edu7005-8
NORTHCENTRAL UNIVERSITY
ASSIGNMENT COVER SHEETStudent: Patrick Davis THIS FORM MUST BE COMPLETELY FILLED IN
Follow these procedures: If requested by your instructor, please include an assignment cover sheet. This will become the first page of your assignment. In addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. This should be left justified, with the page number right justified. For example:
DavisP-EDU7005-8
Save a copy of your assignments: You may need to re-submit an assignment at your instructor’s request. Make sure you save your files in accessible location.
Academic integrity: All work submitted in each course must be your own original work. This includes all assignments, exams, term papers, and other projects required by your instructor. Knowingly submitting another person’s work as your own, without properly citing the source of the work, is considered plagiarism. This will result in an unsatisfactory grade for the work submitted or for the entire course. It may also result in academic dismissal from the University.
EDU7005-8
Anne Monroe, PhD
Create Proposal 2
Week 3
Faculty Use Only
Patrick
Your narrative was organized well and you addressed the needed content for this week’s assignment. The main challenge that remains is clarity in your problem statement and ensuring your design matches this. You appear to want to ‘prove’ true something you hope to be true – which really is not the point of research. I left several comments in the margins for your review, and let me know if you have questions on the feedback. Your grade is based on the NCU rubric as follows: Completes all required parts of the assignment, demonstrates some understanding of readings, uses mostly clear and effective expression appropriate to scholarly writing, and has few errors in grammar, mechanics, and APA formatting.
8.75/10
Anne
Investigate the experiences (attitudes) of high school students towards online learning environment and online academic credit recovery
Concept Paper
Submitted to Northcentral University
Graduate Faculty of the School of Education
in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF EDUCATION
by
PATRICK DAVIS
Prescott Valley, Arizona
JULY 206
INTRODUCTION
When compared to traditional brick and mortar instruction and tutoring, the online academic programs are most effective, and they are working beyond then the just instructional technology. Well qualified tutors, perfect synchronization with modern technology, research based online environment, one to one and real time tutoring and there are several other attributes which make the online learning environment superior over the traditiona ...
Poster presentation of a CSU Long Beach course redesign project leveraging technology for a "flipped class" approach. Presented in May 2014 at the CSU Board of Trustees meeting.
Sabbatical (Massey University) - An Introduction to a New Research Paradigm: ...Michael Barbour
Barbour, M. K. (2011, April). An introduction to a new research paradigm: Design-based research. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Working Towards Low-Cost Textbooks: Cross-Sector Faculty Collaboration for a ...San Jose State University
St. Edward’s University September 25, 2019 Katherine D. Harris Professor of English Chair, California Open Educational Resources Council San Jose State University California Open Educational Resources Council Presentation by http://icas-ca.org/coerc
ACSDE 2019 - The Landscape of K-12 Online Learning: Exploring What is KnownMichael Barbour
Barbour, M. K. (2019, May). The landscape of K-12 online learning: Exploring what is known. An invited webinar by American Center For The Study Of Distance Education.
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docxcatheryncouper
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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1. Using Open Textbooks in
Community Colleges
John Hilton III Jared Robinson
johnhiltoniii.org tjaredrobinson.com
2. A Problem
Textbook costs are a significant part of overall
college expenses.
High costs of education may deter some students
from pursuing or continuing their education.
While free resources are sometimes available, some
question whether books that are distributed for
free online will have the educational impact of full-
color textbooks that have been vetted by
traditional publishers.
5. Can Open Textbooks Make a Difference?
Comparing Open and
Traditional Textbooks
Houston Community College’s use of Flat
World Knowledge’s Introduction to Psychology
textbook.
Virginia State University’s adoption of
several Flat World Knowledge business
textbooks
The Kaleidoscope Project
6. Houston Community College
Houston Community College (HCC) is a
large community college with more than
70,000 students. 33% of its students are
Hispanic, 33% are African American, 17%
are white, 14% Asian, and 3% are classified
as ‘other.’ Fifty-nine per cent of the students
are female, and 41% are male.
HCC’s Psychology department chose to
adopt Flat World Knowledge’s (FWK)
textbook Introduction to Psychology.
7. Why a FWK Textbook?
They could modify it to meet the needs of their
students (lowered the reading level, added in
additional learning videos).
It was a lot cheaper (free) when compared to
other textbooks!
Came with a variety of other resources,
packaged along with it.
During a pilot study 690 students used the
FWK text.
So what happened?
8. HCC – Student Feedback
Eighty-four per cent of students surveyed agreed
with the statement that ‘Having a free online book
helps me go to college’.
Of the 108 students who responded to a question
regarding the difficulty of using an online text, 45
(42%) said that it was easy, 28 (26%) said that it
was moderately easy, 26 (24%) said that it was
neither hard nor easy, and nine (8%) said that it was
moderately difficult. Zero students reported that it
was difficult to use an online text.
9. HCC – Results Comparing Students from
two instructors who taught in Spring 2011
and Fall 2011
10. Virginia State University
Virginia State University (VSU) has 5,300
students. They offer 55 baccalaureate and
masters degree programs, two doctoral
degree programs and three certificates.
VSU’s Business Department adopted nine
FWK text and paid $30.00 per student for an
unlimited seat license for all FWK content.
12. VSU – Results
95% of students downloaded a digital textbook
(in contrast with 47% of students purchasing
textbooks one year previously).
Students downloaded a variety of resources
13. VSU – Results
In total there were seven courses that used FWK textbooks (COBU101, COBU200, COBU201,
COBU210, COBU300, COBU301, COBU302, COBU310, MISY350), and ten courses that did
not use FWK textbooks (COBU110, COBU111, COBU155, COBU170, COBU202, COBU260,
COBU304, COBU342, COBU343, COBU400). While these were clearly different courses, they
were roughly equivalent in terms of course difficulty.
ABC_ DFW_ Total DFW ABC_ DFW_ Total DFW
in in % in in %
Core core with core core not
Courses courses FWK courses courses using
using using w/o w/o
FWK FWK FWK FWK FWK
Fall 611 151 762 24.7% 830 270 1100 32.5%
2010
Spring 531 100 631 18.8% 834 242 1076 29.0%
2011
14. Project Kaleidoscope
The study context is an open education initiative
called Project Kaleidoscope (http://www.project-
kaleidoscope.org/). This initiative is comprised of
eight community colleges serving predominantly at-
risk students. These colleges work together to create
courses that replace traditional, expensive textbooks
with OER. During the 2011-2012 academic year,
Project Kaleidoscope (PK) impacted over 4,000
students across 80 teachers in a controlled pilot, with
another 5,000 students using PK course designs and
materials outside the controlled pilot.
15. Project Kaleidoscope – Teacher Perceptions
58 teachers from 8 PK institutions completed some
items on the questionnaire.
Student preparedness. Most teachers (63%) believed
that their students were equally prepared in the
course with PK texts compared to students in the
same course before implementation of PK texts
(Figure 3). At the same time, more than a quarter of
teachers (26%) felt that students were more
prepared than students in the same course in the
past. Only 11 percent perceived students as being
less prepared.
16. Project Kaleidoscope – Teacher Perceptions
Teacher perceptions of quality. Twenty out of 57
(35%) teachers indicated that they thought the OER
textbook was better than texts they had used
previously to teach the course. Only 6 (11%) felt
the OER texts were worse than traditional texts.
The remaining 31(54%) teachers indicated that their
OER texts were of the nearly the same quality as
other texts they had used in the past.
17. Project Kaleidoscope – Student Perceptions
490 students from all eight PK institutions
completed the questionnaire. 60% were female.
39% of students indicated that they thought the
OER textbook was better than texts they had
used in other courses. 6% felt the OER texts
were worse and 55% indicated that their OER
texts were of the nearly the same quality as other
texts they had used in the past.
18. Project Kaleidoscope – Student Perceptions
160 students provided a description of what they
thought made the OER texts better. Their
responses clustered in six major categories:
technical advantages (8%), learning aides (9%),
customization (10%), cost (20%), access (26%), and
quality/presentation (27%).
Conversely, 20 students provided a description of
what they thought made the OER texts worse than
other texts they had used in the past. Their
responses clustered in 2 major categories; six
students described technology issues and 15
students took issue with text quality.
19. Project Kaleidoscope—Learning Outcomes
Does open textbook adoption have an
impact on student learning as manifest by
grades?
649 students in intermediate algebra
(developmental math) courses at four PK
schools.
What kind of analysis is appropriate?
24. Strengths
The data approximates random sample to the
extent that we have captured key covariates.
We have acceptable balance across all
measured covariates.
Statistical analyses are much more robust
because the assumptions are met
Have a stronger basis to engage in causal
induction (Reuben Causal Model)
25. Limitations
Grades are contextual—not universal
markers of meaning
We had a limited number of observed
covariates.
Some key covariates are unobservable.
We lose statistical power by cutting our
sample from 649 to 128.