What We're Reading Archives

  • website preview Displayed: 1/10/2018 - 2/10/2018

    Traditional Assessment of Learning Versus Online Assessment

    The International Scientific Conference eLearning and Software for Education

    Assessment not only measures progress but also help e-instructors to identify effective assessment strategies. Online courses make possible new forms of working and learning together that would be difficult to use in the classroom-based course.

  • website preview Displayed: 1/17/2018 - 2/17/2018

    Learning (About) Outcomes: How the Focus on Assessment Can Help Overall Course Design

    Canadian Journal of Higher Education

    The demand for quantitative assessment by external agencies and internal administrators can leave post-secondary instructors confused about the nature and purpose of learning outcomes and fearful that the demand is simply part of the increasing corporatization of the university system...

  • website preview Displayed: 1/24/2018 - 2/24/2018

    Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice

    Journal of Computing in Higher Education

    In a recent meta-analysis of distance and online learning, Bernard et al. (2009) quantitatively verified the importance of three types of interaction: among students, between the instructor and students, and between students and course content. In this paper we explore these findings further, discuss methodological issues in research and suggest how these results may foster instructional improvement...

  • website preview Displayed: 1/31/2018 - 2/28/2018

    Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

    Educational Psychology Review

    Approaches to classroom instruction have evolved considerably over the past 50 years. This progress has been spurred by the development of several learning principles and methods of instruction, including active learning, student-centered learning, collaborative learning, experiential learning, and problem-based learning. In the present paper, we suggest that these seemingly different strategies share important underlying characteristics and can be viewed as complimentary components...

  • website preview Displayed: 2/7/2018 - 3/7/2018

    Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses

    The Internet and Higher Education

    Student satisfaction is important in the evaluation of distance education courses as it is related to the quality of online programs and student performance. Interaction is a critical indicator of student satisfaction; however, its impact has not been tested in the context of other critical student- and class-level predictors...

  • website preview Displayed: 2/14/2018 - 3/14/2018

    Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice

    Studies in Higher Education

    The research on formative assessment and feedback is re-interpreted to show how these processes can help students take control of their own learning – i.e. become self-regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self-regulation...

  • website preview Displayed: 2/21/2018 - 3/21/2018

    Universal Design for Online Courses: Applying Principles to Pedagogy

    Open Learning: The Journal of Open, Distance and e-Learning

    Universal design (UD) educational frameworks provide useful guidelines for designing accessible learning environments with the intention of supporting students with and without disabilities. This article describes how one university instructor defined and applied the principles of Universal Instructional Design (UID) to pedagogy, while designing three online courses...

  • website preview Displayed: 2/28/2018 - 3/31/2018

    Can Design Thinking Redesign Higher Ed?

    The Chronicle of Higher Education

    The promise of innovation on tap has drawn a growing number of professors and college administrators to design thinking. Some see it as a way to better engage a new generation of students...

  • website preview Displayed: 3/7/2018 - 4/7/2018

    Digital Readiness Gaps

    Pew Research Center - Internet & Technology

    Americans fall along a spectrum of preparedness when it comes to using tech tools to pursue learning online, and many are not eager or ready to take the plunge...

  • website preview Displayed: 3/14/2018 - 4/14/2018

    Good Fonts for Dyslexia

    15th Int'l ACM SIGACCESS Conference on Computers and Accessibility

    There is evidence that the presentation of text has a significant effect on a text's accessibility for people with dyslexia. In this paper, we present the first experiment that uses eye-tracking to measure the effect of font type on reading speed...

  • website preview Displayed: 4/18/2018 - 7/15/2018

    The Misguided Drive to Measure ‘Learning Outcomes’

    The New York Times

    Without thoughtful reconsideration, learning assessment will continue to devour a lot of money for meager results.

  • website preview Displayed: 7/13/2018 - 8/31/2018

    Experienced online instructors: beliefs and preferred supports regarding online teaching

    Journal of Computing in Higher Education

    While online courses are becoming a mainstay of college course offerings administrators, staff, instructors and students have different perceptions about how online courses should work. While faculty members are expert in their discipline and institutions provide support for acquiring content expertise, how instructors develop skills in online teaching is neither systematic nor codified in higher education. This preliminary study reports findings from a Delphi study of expert online teachers who identified 11 institutional strategies that best supported their development of online teaching skills. Three major areas of most value were: training, external supports, and prolonged experience.

  • website preview Displayed: 7/12/2018 - 8/31/2018

    Technology is driving us to distraction

    The Guardian US

    How often are you diverted from a task by the seductive lure of your mobile phone? And does it matter? In a landmark book, James Williams argues we’re losing the power to concentrate.

Last updated December 15, 2017.