Digital Literacy for St. Cloud State University
It looks like @googledocs can’t handle the demand people are putting on the Colleges and universities closed for COVID-19 spreadsheet.
It’s defaulted to view only and I just received 300+ requests to edit. pic.twitter.com/OXKATcL5ca— Bryan Alexander (@BryanAlexander) March 11, 2020
sAccessible Teaching in the Time of COVID-19: tips, tools, and links: https://t.co/QClLvLbtle
— Aimi Hamraie they/them (@AimiHamraie) March 10, 2020
https://www.mapping-access.com/blog-1/2020/3/10/accessible-teaching-in-the-time-of-covid-19
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
Would like to see a column here that notes whether the college/university’s library remains open… https://t.co/riunhwrP0M
— Mary Bakija (@mabatron) March 10, 2020
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
The Babson Survey Research Group, an organization that tracks online enrollment, notes that between 2012 and 2016 the percent of online enrollment in universities increased 17.2 percent while overall enrollment decreased. But that expansion doesn’t necessarily correlate with how the public perceives the quality of online courses, historically questioned for its lack of rigor and limited measurable learning gains.
A Gallup poll conducted back in 2015, found that 46 percent of Americans “strongly agree” or “agree” that online colleges and universities offer a high-quality education—up 30 percent from when the poll was conducted in 2011.
However, researchers caveat these findings, noting that these perception changes happen within particular pockets and are sometimes the result of strategic practices, such as universities not listing the medium of learning on student transcripts.
The last academic leader perception survey released by the Babson Research Group was in 2016.
“We’ve had more and more of the group in the middle that said, ‘I’m not sure’ move into a pro online learning stance,” says Seaman, speaking of the academic leaders he surveyed in the past. “The negative group [those who viewed online learning negatively] had not wavered at all. The positive group did not waiver at all, but we had a steady migration flow of academic leaders in the middle.”
Lowenthal has also researched student perceptions of online learning in the past, finding that learners tend to give such courses more negative evaluations than in-person courses. He says that the findings may represent the lack of experience some educators have teaching in online classrooms. He expects that to change over time, noting that good teachers in person will eventually become good teachers online.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
studies from the EDUCAUSE Center for Analysis and Research. The first, published in October, surveyed more than 40,000 students at 118 U.S. institutions, while the second, published this week, drew on data from 9,500 faculty members across 119 US institutions.
Among student respondents, 70 percent said they prefer mostly or completely face-to-face learning environments. The professors surveyed were even more partial to face-to-face classes, with 73 percent preferring them.
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more on F2F in this IMS blog
https://blog.stcloudstate.edu/ims?s=f2f
In higher education, 29.7% of all students are taking at least one distance course.
The total distance enrollments are composed of 14.3% of students (2,902,756)
taking exclusively distance courses and 15.4% (3,119,349) who are taking a
combination of distance and non-distance courses. The vast majority (4,999,112,
or 83.0%) of distance students are studying at the undergraduate level.
Almost half of the distance education students are concentrated in just five percent of the institutions, while the top 47 institutions, only 1.0% of the total, enroll 23.0% (1,385,307) of all distance students.
The total number of students studying on campus (those not taking any distance course or taking a combination of distance and non-distance courses) dropped by almost one million (931,317) between 2012 and 2015. The largest declines came at for-profit institutions, which saw a 31.4% drop, followed by 2-year public institutions, which saw a 10.4% decrease.
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https://www.bestcolleges.com/perspectives/annual-trends-in-online-education/
69% of online students identified employment as their primary goal for entering a program. 17% are grad students.
Seventy percent of administrators said they launch new programs with enrollment growth in mind, while meeting marketing and recruitment goals was their top concern.
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https://www.bestcolleges.com/perspectives/annual-student-guide-to-online-education/
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https://www.insidehighered.com/news/survey/survey-faculty-attitudes-technology
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more on distance education in this IMS blog
https://blog.stcloudstate.edu/ims?s=distance+education
https://twitter.com/brocansky/status/1176637420789358593
If you teach fully online, please share your favorite for ice breaker activities (include names of tools used if needed). Thanks! #OnlineTeaching #CCCLearn
I need some help. If you teach fully online, please share your favorite for ice breaker activities (include names of tools used if needed). Thanks! #OnlineTeaching #CCCLearn
— Michelle Pacansky-Brock (@brocansky) September 24, 2019
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more on ice breakers in this IMS blog
https://blog.stcloudstate.edu/ims/2019/02/22/reconstructive-analysis/
when the option between taking a course online or in-person is provided, studies show students are more likely to stay in college.
Since the early days of online instruction, the response of many new instructors has been to figure out how to transfer elements of their face-to-face class into the online format. In response, education technology companies have been quick to create products that attempt to replicate in-person teaching. Some examples include learning management systems, lecture capture tools, and early online meeting systems.
online proctoring systems, such as ProctorU or Proctorio, replicate a practice that isn’t effective in-person. Exams are only good for a few things: managing faculty workload and assessing low level skill and content knowledge. What they aren’t good at is demonstrating student learning or mastery of a topic. As authors Rena Palloff and Keith Pratt discuss in their book “Assessing the Online Learner: Resources and Strategies for Faculty,” online exams typically measure skills that require memorization of facts, whereas learning objectives are often written around one’s ability to create, evaluate and analyze course material.
Authentic assessments, rather than multiple choice or other online exams, is one alternative that could be explored. For example, in a chemistry course, students could make a video themselves doing a set problems and explain the process. This would allow instructors to better understand students’ thinking and identify areas that they are struggling in. Another example could be in a psychology course, where students could curate and evaluate a set of resources on a given topic to demonstrate their ability to find, and critically analyze online information. (see Bryan Alexander‘s take on video assignments here: https://blog.stcloudstate.edu/ims?s=bryan+alexander+video+assignments
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
more on proctoring in this IMS blog
https://blog.stcloudstate.edu/ims?s=proctor