Digital Literacy for St. Cloud State University
https://phys.org/news/2021-09-online-students-engage-physical-attendees.html
how, in practice, did HyFlex instruction for large lectures work out? One University of Copenhagen researcher studied exactly that in a study just published in the Danish journal, Læring og Medier (Learning and Media).
university administrators want to make sure their courses are up to standards and their students are supported.
A new report from the Learning House and Aslanian Market Research measures the opinions of 1,500 online students regarding everything from course satisfaction to study methods
institutions need to more clearly share the positive outcomes that come with completing degree and certificate programs online.”
online courses would be better if there was more contact and engagement.
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more on online students in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+students
By Rhea Kelly 06/21/17
a new report from Learning House and Aslanian Market Research. For the sixth annual “Online College Students 2017: Comprehensive Data on Demands and Preferences” report, researchers polled 1,500 students who are “seriously considering, currently enrolled in or have recently graduated from a fully online program”
a number of recommendations for helping online programs attract students, including:
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more on online students in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+students
http://er.educause.edu/articles/2007/1/how-students-develop-online-learning-skills
1. Develop a time-management strategy.
2. Make the most of online discussions.
3. Use it or lose it.
4. Make questions useful to your learning
5. Stay motivated
Cengage‘s Digital Learning Pulse Survey, conducted by Bay View Analytics on behalf of the Online Learning Consortium, WICHE Cooperative for Educational Technologies, University Professional and Continuing Education Association (UPCEA) and Canadian Digital Learning Research Association, polled 1,469 students and 1,286 faculty and administrators across 856 United States institutions
Sixty-eight percent of students were also in favor of some combination of in-person and online courses. On the faculty side, 57 percent said they would prefer teaching hybrid courses post-pandemic — slightly more than those who preferred teaching fully online.
both students and faculty agreed: Roughly two-thirds across the board said they would like to use more tech and digital course materials in the future.
https://www.chronicle.com/article/7-ways-to-assess-students-online-and-minimize-cheating
As we all work to improve our online teaching, we have the opportunity to rethink practices we’ve relied on for years in our physical classrooms.
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more on cheating in this IMS blog
https://blog.stcloudstate.edu/ims?s=cheating
Faculty searching for survey[s] reflecting students’ feelings about the level of belonging to online community.
https://www.edweek.org/ew/articles/2017/06/21/belonging-at-school-starts-with-teachers.html
http://jolt.merlot.org/vol7no2/young_0611.pdf
Drouin, M., & Vartanian, L. (2010). Students’ feelings of and desire for sense of community in face-to-face and online courses.(Survey). Quarterly Review of Distance Education, 11(3).
Keengwe, J., & Wilsey, B. (2012). Online graduate students’ perceptions of face-to-face classroom instruction.(Report). International Journal of Information and Communication Technology Education, 8(3), 45–54. https://doi.org/10.4018/jicte.2012070106
Singh, A., & Srivastava, S. (2014). Development and Validation of Student Engagement Scale in the Indian Context. Global Business Review, 15(3), 505–515. https://doi.org/10.1177/0972150914535137
Weakest students more likely to take online college classes but do worse in them
Protopsalt is is a professor at George Mason University, where he directs Center for Education Policy and Evaluation. He previously served as a senior official in the U.S. Department of Education.
The paper, “Does Online Education Live Up to Its Promise? A Look at the Evidence and Implications for Federal Policy,” was also written by Sandy Baum, an economist at the Urban Institute, a nonprofit research organization.
At four-year universities, students with high grades often did just as well in an online course, but those with low grades suffered more. 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.
The question is whether we should keep expanding online learning, with generous federal subsidies, to the most vulnerable students before colleges have tested and proven they can educate them adequately outside the classroom.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
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.
The paper, “Does Online Education Live Up to Its Promise? A Look at the Evidence and Implications for Federal Policy,” was also written by Sandy Baum, an economist at the Urban Institute, a nonprofit research organization.
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.