New study reveals that collaboration is still not a prevalent online learning habit; mobile phones have yet to be used for serious learning.
It’s important to know your audience. Do your classes have interactive resources like mind mapping, flashcards, image rich quizzes?
In Learning Online: What Research Tells Us About Whether, When and How, Barbara Means, et al, looked at 45 studies comparing college learners in online and face-to-face conditions and found that “In most meta-analyses of controlled studies comparing learning outcomes for online and face-to-face instruction, those who learn online fare as well as, and sometimes even better than, those experiencing the instruction in face-to-face format.”
It’s not surprising that those who know the least about teaching online fear it the most. Excellent article filled with obvious truths!
This map highlights a number of key factors that reflect and influence teacher supply and attrition and signal whether states are likely to have an adequate supply of qualified teachers to fill their classrooms. Based on these data—which treat compensation, teacher turnover, working conditions, and qualifications—each state is assigned a “teaching attractiveness rating,” indicating how supportive it appears to be of teacher recruitment and retention and a “teacher equity rating,” indicating the extent to which students, in particular students of color, are assigned uncertified or inexperienced teachers. Ratings are on a 1-5 scale, with 1 (the lightest color) being the least desirable and 5 (the darkest color) being the most desirable.
Interesting way to look at complex data. How does your state rate?
Recently I’ve been trying to locate the evidence that supports quizzing, wondering if it merits the evidence-based label. Tracking down this evidence in our discipline-based research is challenging because although quizzing has been studied across our disciplines, it’s not easily searchable. My collection of studies is good, but I know it’s not complete. As you might suspect, the results are mixed; they are more positive than negative, but still, a significant number of researchers don’t find that quizzes affect learning outcomes.
It’s easy to create time saving quizzes in the online teaching environment. Quizzes may help you check for understanding. Quizzes may provide a ‘guide’ to the reading that keeps students accountable.
However, do quizzes really improve student learning?
This article from Maryellen Weimer, PhD will help you understand the question.
In 2014 and 2015, a joint research team from Harvard University and MIT released summary reports describing the first two years of Harvard and MIT open online courses launched on the nonprofit learning platform, edX. These reports set expectations for the demographics and behavior of course participants and established an analytic framework for understanding the then-nascent online learning context known as the Massive Open Online Course (MOOC).
Research results compiled from the online behavior of millions of MOOC takers over the past four years.
This special edition captures some of the recent investigations in e-assessment that move us beyond the traditional selected response formats of multiple-choice tests, short answer, fill-in-the-blanks, true-false, and matching. Higher-level cognitive and affective skills cannot readily be assessed using traditional selected response formats and more authentic e-assessments are being proposed (Kuh, Jankowski, Ikenberry, & Kinzie 2014).
Current research on assessment in online environments.
The Journal Article Review Process
Wednesday, 11/30/16, 2pm EST
- Ray Rose, Rose & Smith Associates; Texas Distance Learning Association
- Leanna Archambault, Arizona State University
- Michael Barbour, Touro University
- Jered Borup, George Mason University
- Susan Lowes, Columbia University
No registration is required. Attendees are encouraged to participate in our webinar sessions using the text chat window. We also encourage attendees to chat on Twitter using #MVLRIchat.