Weakest students more likely to take online college classes but do worse in them
Survey of rigorous academic research on online education finds lower grades and higher drop out rates Column by JILL BARSHAY February 4, 2019
According to the most recent federal statistics from 2016, roughly one out of every three or 6.3 million college students learned online. That number is growing even as fewer people are going to college.
Online degrees are also concentrated among a handful of nonprofit universities. Just three — Western Governors University, Liberty University and Southern New Hampshire University — enroll about a third of all online students at private, nonprofit institutions.
overwhelming research evidence that community college students aren’t faring well in online classes
Another 2017 study of students at a for-profit university which offers both in-person and online classes found that students who took an online class not only got lower grades in that class but also in future classes. Online students were more likely to drop out of college altogether than similar students who attended in-person classes.
There are much stronger results for courses that combine supplemental materials online with traditional, face-to-face instruction. But the authors do not consider this hybrid instruction to be “online” learning.
This course is designed to introduce you to teaching online – the concepts, competencies, pedagogies, and practices that are required to plan, develop, and teach an online course. Along with introducing you to these key topics, this course will showcase the perspectives of students, faculty, and instructional designers who have a wide range of experience teaching and learning online.
With the incorporation of cloud-based tools, K–12 schools are starting to consider more effective privacy and security measures, such as identity access management and managed cloud services from third-party vendors that can take responsibility for overseeing security.
Jumping onboard to a new industry trend with insufficient planning can result in your initiative failing to achieve its objective and, in the worst case, even hinder the learning process. So which hot topics should you treat with care?
1. Virtual Reality, or VR
Ultimately, the key question to consider when adopting anything new is whether it will help you achieve the desired outcome. VR shouldn’t be incorporated into learning just because it’s a common buzzword. Before you decide to give it a go, consider how it’s going to help your learner, and whether it’s truly the most effective or efficient way to meet the learning goal.
considering introducing an interactive element to your learning, don’t let this deter you—just ensure that it’s relevant to the content and will aid the learning process.
3. Artificial Intelligence, or AI
If you are confident that a trend is going to yield better results for your learners, the ROI you see may well justify the upfront resources it requires.
Again, it all comes down to whether a trend is going to deliver in terms of achieving an objective.
The theory behind microlearning makes a lot of sense: organizing content into sections so that learning can fit easily with modern day attention spans and learners’ busy lifestyles is not a bad thing. The worry is that the buzzword, ‘microlearning’, has grown legs of its own, meaning the industry is losing sight of its’ founding principles.
An interactive discussion on MOOCs, online learning, and the goal of 100 million learners by 2022
The Future Trends Forum welcomes
Anant Agarwal , the founder and CEO of edX, a non-profit venture created by Harvard University and the Massachusetts Institute of Technology, focused on transforming online and on-campus learning through groundbreaking methodologies.
He aims to help bring quality education to everyone, everywhere. Anant has also been a Professor of Electrical Engineering and Computer Science at MIT for 30 years.
This class will start with simple ways librarians may embed their skills remotely starting with the LMS especially through the use of portal tabs, blocks, eReserves, knowledge bases, and student/faculty orientations. We’ll then move on to discussing how to bring the traditional face-to-face BI session (which librarians know so well) into the online class through the use of team teaching, guest lecturing, and conducting synchronous workshops. We’ll explore in the 3rd week how the librarian can become more influential in online course design and development. The session concludes with an examination of the ways librarians can evaluate whether or not their virtual efforts are impacting student access to library resources as well as possible learning outcomes.
more on embedded librarianship in this iMS blog
Open Discussion: VR in Education | Тема: Виртуалната реалност в образованието
Where | Университет Пловдив https://goo.gl/maps/bLBYXkp5S1S2 and online ( виртуално) When | Кога: 3. май, 2018, 15 часа | May 3, 2018, 3PM local time (Bulgaria) Who | Кой: преподаватели и суденти | faculty аnd students How | Как: използвайте “обратна връзка” за споделяне на вашите идеи | use the following hashtag for backchanneling #BGtechEd
Виртуална реалност в учебния процес – теория и практика- 1-1, 1/2 час продължителност Virtual reality in teaching and learning – theory and hands-on
Уточняване на понятията относно различните видове реалност: виртуална реалност, video 360 ; разширена реалност; смесена реалност. VR/AR/MR in education.
Подход и усвояване на различните видове реалност в образованието. Връзка между трите вида реалност в образованието и конструктивизма като теория на преподаването. Връзка между трите вида реалност в образованието и игровия подход и игрофикацията на образованието. Оценяване на обучението базирано на различните видове реалности.
Дискусия относно методиката на приложение в учебния процес
2 min video from the entrance of your University is viewable through Google Cardboard and your laptops. Study the video and seek answers to the following questions:
– what are the advantages of Video 360 to all other known-to-you media formats?
кои са предимствата на Видео 360 в сравнение с всички други медийни формати, които познавате?
– what would you do better in terms the video footage?
какво бихте заснимали, което да подобри видео материала за преподавателски и учебни цели (например: както друго място бихте избрали)
– how is / can be this medium advantageous to implementing core learning / teaching techniques
как този медиен формат може да се използва за да се подобрят съществуващите условия за успешно преподаване и обучение
По избор – разговор с Марк Гил от Щатския университет Сейнт Клауд и демонстрация на виртуална реалност в учебния процес – 10-15 мин