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Aplu Adaptive Courseware Grant, A Case Study: Implementation At The University Of Mississippi, Patti O’Sullivan Oct 2018

Aplu Adaptive Courseware Grant, A Case Study: Implementation At The University Of Mississippi, Patti O’Sullivan

Current Issues in Emerging eLearning

Learning Management Systems (LMS) have been the main vehicle for delivering and managing e-learning courses in educational, business, governmental and vocational learning settings. Since the mid-nineties there is a plethora of LMS in the market with a vast array of features. The increasing complexity of these platforms makes LMS evaluation a hard and demanding process that requires a lot of knowledge, time, and effort. Nearly 50% of respondents in recent surveys have indicated they seek to change their existing LMS primarily due to user experience issues. Yet the vast majority of the extant literature focuses only on LMS capabilities in ...


Foreword: Leveraging Adaptive Courseware And Adaptive Learning, Noreen Barajas-Murphy Oct 2018

Foreword: Leveraging Adaptive Courseware And Adaptive Learning, Noreen Barajas-Murphy

Current Issues in Emerging eLearning

This special edition ofCurrent Issues in Emerging eLearningcomprises new empirical research focused on strategies for implementing and scaling personalized and adaptive courseware solutions. A special call for studies related to adaptive courseware implementation was announced broadly.

The Personalized Learning Consortium (PLC) at the Association of Public and Land-grant Universities (APLU) was solicited for research originating from institutions who participated in a postsecondary success initiative funded by the Bill & Melinda Gates Foundation. As evidenced in the research in this edition, high-enrollment foundation or gateway courses are of particular interest for pioneering initiatives regarding adaptive courses, given these courses have been identified ...


Adaptive Learning Courseware As A Tool To Build Foundational Content Mastery: Evidence From Principles Of Microeconomics, Karen Gebhardt Oct 2018

Adaptive Learning Courseware As A Tool To Build Foundational Content Mastery: Evidence From Principles Of Microeconomics, Karen Gebhardt

Current Issues in Emerging eLearning

Adaptive courseware has the potential to increase content mastery through assessment and personalized remediation. In this study, content mastery is determined by assessment items developed in alignment to learning outcomes using Bloom’s Taxonomy. This study tracks freshmen and sophomore students enrolled in the foundations course, Principles of Microeconomics at Colorado State University. The researcher finds that students who complete adaptive assignments show higher mastery on formative assessments.


A Preliminary Examination Of Adaptive Case Studies In Nursing Pathophysiology, Julie F. Hinkle, Patsy Moskal Oct 2018

A Preliminary Examination Of Adaptive Case Studies In Nursing Pathophysiology, Julie F. Hinkle, Patsy Moskal

Current Issues in Emerging eLearning

Case studies are a valuable instructional tool frequently used in nursing to allow students to analyze clinical problems based on real-world scenarios. This study examines the use of the Realizeit adaptive platform to create case study scenarios for pathophysiology, a course required in the undergraduate nursing curriculum. The data gathered as students progressed through the adaptive content--time on task, number of times cases accessed, and scores on each case--provided valuable information on student behavior and engagement with the three case studies. Results of this preliminary study indicate that adaptive case studies are promising for pathophysiology and system analytics confirmed that ...


Passing The Baton: Digital Literacy And Sustained Implementation Of Elearning Technologies, Lauren Herckis Oct 2018

Passing The Baton: Digital Literacy And Sustained Implementation Of Elearning Technologies, Lauren Herckis

Current Issues in Emerging eLearning

Evidence-based eLearning tools have proliferated in recent decades, but adoption at scale remains elusive. Educator buy-in is important for successful implementation of eLearning tools, and is often engaged through peer discussion, learning communities, and other educator network engagement. These non-expert sources of motivation and support for adoption, however, rarely embed specific implementation-related knowledge which eases initial phases of adoption and pedagogical integration. Such information is rarely missed but often missing from casual, technological, and pedagogical support. This represents a special kind of digital literacy which is integral to successful dissemination of educational innovations. The presence of implementation models or detailed ...


Adaptable Selectivity: A Case Study In Evaluating And Selecting Adaptive Learning Courseware At Georgia State University, Megan M. Tesene Oct 2018

Adaptable Selectivity: A Case Study In Evaluating And Selecting Adaptive Learning Courseware At Georgia State University, Megan M. Tesene

Current Issues in Emerging eLearning

In the summer of 2016, the Association of Public Land-Grant Universities (APLU) awarded Georgia State University with a $515,000 grant to adopt, implement, and scale adaptive learning courseware in undergraduate general education courses. Georgia State’s approach to the three-year grant is both data-driven and collaborative, focusing on the exploration and piloting of adaptive courseware prior to scaling out the technology across five high-impact courses. This article highlights the work conducted at the Center for Excellence in Teaching and Learning (CETL) during Year 1 of the grant. CETL’s Adaptive Learning Program Manager and Director of Learning Technology review ...


Achieving A Scaled Implementation Of Adaptive Learning Through Faculty Engagement: A Case Study, Constance Johnson, Emma Zone Oct 2018

Achieving A Scaled Implementation Of Adaptive Learning Through Faculty Engagement: A Case Study, Constance Johnson, Emma Zone

Current Issues in Emerging eLearning

This paper presents a case study describing the implementation of adaptive learning at Colorado Technical University (CTU) with a focus on faculty adoption. A number of barriers to the adoption of technology will be discussed and more importantly, how CTU overcame these barriers. A description of the key elements of faculty support including training will be outlined as well as the information about the adoption of faculty using data to inform teaching strategies. The authors argue that if given the choice, faculty at CTU would prefer adaptive learning technology in their courses and welcome the use of technology and data ...


Current Issues In Emerging Elearning, Volume 5, Issue 1: Special Issue On Leveraging Adaptive Courseware Oct 2018

Current Issues In Emerging Elearning, Volume 5, Issue 1: Special Issue On Leveraging Adaptive Courseware

Current Issues in Emerging eLearning

This special edition of Current Issues in Emerging eLearning comprises new empirical research focused on strategies for implementing and scaling personalized and adaptive courseware solutions. A special call for studies related to adaptive courseware implementation was announced broadly.

The Personalized Learning Consortium (PLC) at the Association of Public and Land-grant Universities (APLU) was solicited for research originating from institutions who participated in a postsecondary success initiative funded by the Bill & Melinda Gates Foundation. As evidenced in the research in this edition, high-enrollment foundation or gateway courses are of particular interest for pioneering initiatives regarding adaptive courses, given these courses have ...


Analysis Of Instructional Design Job Announcements (2016), Marina Raynis Jul 2018

Analysis Of Instructional Design Job Announcements (2016), Marina Raynis

Current Issues in Emerging eLearning

This study reports on the results of a job announcement analysis of ninety-three (93) instructional design jobs. Job announcements were collected five (5) times: three times in September 2016, and twice in October 2016. The job analysis focused on identifying key responsibilities and qualifications for instructional designers across the following industries: Corporate, Government / Military, Health, Higher Education, and Non-Profit. The results are discussed, as well as supported and contrasted with a literature review that includes reports on surveyed instructional design professionals.


Adaptive Learning: A Tale Of Two Contexts, Charles Dziuban, Patsy Moskal, Constance Johnson, Duncan Evans Mar 2017

Adaptive Learning: A Tale Of Two Contexts, Charles Dziuban, Patsy Moskal, Constance Johnson, Duncan Evans

Current Issues in Emerging eLearning

This paper presents the results of student reactions to adaptive learning at two universities with considerably different contexts: a large public institution and a for-profit, professional university. A student response protocol developed by and administered at the University of Central Florida (UCF) was also distributed to students at Colorado Technical University (CTU). Demographic comparisons of the two responding sample groups indicated considerable differences in student characteristics, especially with respect to age and work status. However, a factor invariance comparison revealed that students at both universities evaluated the adaptive climate similarly though the lens of learning environment, guidance path and progression ...


Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd S. Cherner, Alex Fegely Mar 2017

Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd S. Cherner, Alex Fegely

Current Issues in Emerging eLearning

With schools investing heavily in mobile technologies and emphasizing blended learning lessons, teachers are being required to create learning experiences that utilize these technologies to further prepare secondary students for college and the workforce. In this article, the authors first present a brief vignette intended to be representative of the emotions and pressures facing teachers as they prepare to teach with these new technologies. Next, the authors provide a framework teachers can use to create app-based lessons, which are lessons that use multiple apps to engage students in an inquiry-based learning experience. To provide further support, the authors include two ...


Closing The Loop: Building Synergy For Learning Through A Professional Development Mooc About Flipped Teaching, Donna Harp Ziegenfuss Apr 2016

Closing The Loop: Building Synergy For Learning Through A Professional Development Mooc About Flipped Teaching, Donna Harp Ziegenfuss

Current Issues in Emerging eLearning

This case study describes how a MOOC, funded through an NSF grant, was used to create and assess faculty professional development. The MOOC, designed and developed using a backward design process, guided participants through an online project-based learning experience that integrated learning about the flipped classroom and about how to flip a classroom as the participants designed flipped teaching materials. The course structure involved an introduction to flipped teaching and learning content, experimented with flipped ideas and concepts, and emphasized reflection and sharing of experiences with peers.

Although mentoring faculty in flipped pedagogical design was the primary MOOC goal, the ...


Participant Experience Of The First Massive Open Online Course (Mooc) From Pakistan, Syed Hani Abidi, Aamna Pasha, Syed Ali Apr 2016

Participant Experience Of The First Massive Open Online Course (Mooc) From Pakistan, Syed Hani Abidi, Aamna Pasha, Syed Ali

Current Issues in Emerging eLearning

Background: In recent years, massive open online courses (MOOCs) have steadily gained popularity. It appears, however, that MOOC learners are concentrated mostly in the affluent English-speaking countries. MOOCs’ free-of-cost, easy accessibility should make them obviously attractive to participants from low-and-middle-income countries (LMIC). The reason why LMIC enrollments in MOOCs are so low is therefore unclear. In the year 2014, the first MOOC was launched from Pakistan. We administered a survey to the enrollees of this MOOC to explore concerns, fears, and limitations that might be deterring the LMIC audience from participating in MOOCs.

Methods: The MOOC was a three-week course ...


From Instructivism To Connectivism: Theoretical Underpinnings Of Moocs, Matt Crosslin Apr 2016

From Instructivism To Connectivism: Theoretical Underpinnings Of Moocs, Matt Crosslin

Current Issues in Emerging eLearning

While the first MOOCs were connectivist in their approach to learning, later versions have expanded to include instructivist structures and structures that blend both theories. From an instructional design standpoint the differences are important. This paper will examine how to analyze the goals of any proposed MOOC to determine what the epistemological focus should be. This will lead to a discussion of types of communication needed—based on analysis of power dynamics—to design accurately within the determined epistemology. The paper also explores later stages of design related to proper communication of the intended power structure or theoretical design as ...


Foreword: Mooc Studies Well Past The Year Of The Mooc, Alan Girelli, Leslie Limon Apr 2016

Foreword: Mooc Studies Well Past The Year Of The Mooc, Alan Girelli, Leslie Limon

Current Issues in Emerging eLearning

As we move nearly a half-decade beyond The New York Times’ declaring 2012 the "Year of the MOOC," the range of discussants involved in discourse on MOOCs has narrowed, yet the sophistication of scholarship produced continues to deepen. This second in a two-part series of special issues of Current Issues in Emerging eLearning celebrates this rich, new scholarship on MOOC theory and practice. Volume 3, Issue 1: MOOC Design and Delivery: Opportunities and Challenges presents an underlying argument: that the MOOC frontier can inform our decisions regarding all manner of educational approaches, from clickers in the classroom to evolving competency-based ...


Learning Through Design: Mooc Development As A Method For Exploring Teaching Methods, Robin Bartoletti Apr 2016

Learning Through Design: Mooc Development As A Method For Exploring Teaching Methods, Robin Bartoletti

Current Issues in Emerging eLearning

Exploring new pedagogical approaches and technologies in learning experiences such as MOOCs offers educators a clear opportunity to reflect on and expand their teaching methods and document effective practices. However, while research has affirmed the value of self-reflection as an important means to improve one’s pedagogical practices, very limited data about self-reflection during course design exists for online instructors in higher education. A team of MOOC course designers thus seized the opportunity to investigate whether they could improve their teaching practices by engaging in a connectivist and reflective process to create an innovative MOOC. The MOOC design team for ...


How The Community Became More Than The Curriculum: Participant Experiences In #Rhizo14, Sarah Honeychurch, Bonnie Stewart, Maha Bali, Rebecca J. Hogue, Dave Cormier Apr 2016

How The Community Became More Than The Curriculum: Participant Experiences In #Rhizo14, Sarah Honeychurch, Bonnie Stewart, Maha Bali, Rebecca J. Hogue, Dave Cormier

Current Issues in Emerging eLearning

The paper outlines participant experiences in a rhizomatic MOOC, #rhizo14. We begin with a brief outline of the structure of the course before presenting our five participant narratives to illustrate our beliefs that, for us, the #rhizo14 community became more than the curriculum. We then discuss some of the common themes in our narratives: the role that the Facebook group held in fostering our feelings of community, how the diversity of voices in the course promoted learning and engagement of group members, the formation of sub-communities with diverse interests, and the flexibility of participation that the course encouraged. While acknowledging ...


What Is It Like To Learn And Participate In Rhizomatic Moocs? A Collaborative Autoethnography Of #Rhizo14, Maha Bali, Sarah Honeychurch, Keith Hamon, Rebecca J. Hogue, Apostolos Koutropoulos, Scott Johnson, Ronald Leunissen, Lenandlar Singh Apr 2016

What Is It Like To Learn And Participate In Rhizomatic Moocs? A Collaborative Autoethnography Of #Rhizo14, Maha Bali, Sarah Honeychurch, Keith Hamon, Rebecca J. Hogue, Apostolos Koutropoulos, Scott Johnson, Ronald Leunissen, Lenandlar Singh

Current Issues in Emerging eLearning

In January 2014, we participated in a connectivist-style massive open online course (cMOOC) called "Rhizomatic Learning – The community is the curriculum" (#rhizo14). In rhizomatic learning, teacher and student roles are radically restructured. Course content and value come mostly from students; the teacher, at most, is a curator who provides a starting point and guidance and sometimes participates as a learner. Early on, we felt that we were in a unique learning experience that we wanted to capture in writing. Explaining #rhizo14 to others without the benefit of traditional processes, practices, roles, or structures, however, presented a challenge. We invited participants ...


Quality Management Of Learning Management Systems: A User Experience Perspective, Panagiotis Zaharias, Christopher Pappas Apr 2016

Quality Management Of Learning Management Systems: A User Experience Perspective, Panagiotis Zaharias, Christopher Pappas

Current Issues in Emerging eLearning

Learning Management Systems (LMS) have been the main vehicle for delivering and managing e-learning courses in educational, business, governmental and vocational learning settings. Since the mid-nineties there is a plethora of LMS in the market with a vast array of features. The increasing complexity of these platforms makes LMS evaluation a hard and demanding process that requires a lot of knowledge, time, and effort. Nearly 50% of respondents in recent surveys have indicated they seek to change their existing LMS primarily due to user experience issues. Yet the vast majority of the extant literature focuses only on LMS capabilities in ...


Who Is A Student: Completion In Coursera Courses At Duke University, Molly Goldwasser, Chris Mankoff, Kim Manturuk, Lorrie Schmid, Keith E. Whitfield Apr 2016

Who Is A Student: Completion In Coursera Courses At Duke University, Molly Goldwasser, Chris Mankoff, Kim Manturuk, Lorrie Schmid, Keith E. Whitfield

Current Issues in Emerging eLearning

Much of the interest in MOOCs centers on questions about who completes them. Duke’s Coursera-based Massive Open Online Courses (MOOCs) confirm many demographic trends previously delineated by researchers at peer institutions. As found in previous research, this study found individuals who speak English as a first language and who already earned at least a bachelor’s degree are the most likely to complete a Coursera course. MOOC researchers to date have not, however, developed clear operational definitions about who constitutes a learner at the outset of the course. This paper proposes some possible definitions to standardize future research. Further ...


Moving Beyond Mooc Mania: Lessons From A Faculty-Designed Mooc, Julia Parra Apr 2016

Moving Beyond Mooc Mania: Lessons From A Faculty-Designed Mooc, Julia Parra

Current Issues in Emerging eLearning

Massive open online courses (MOOCs) have attracted fame, perhaps even notoriety, in recent years. However, we have yet to articulate clearly the purpose and potential for MOOCs. Moreover, we lack established best practices in the process of designing MOOCs. We lack models for practical use by faculty and early career instructional designers, whose group members function with limited resources but would like to engage in the intriguing process of MOOC design. The first goal for this case study is to demonstrate how a MOOC titled Adventures in Learning Design, Technology, and Innovation (#LDTIMOLO) was developed following the ADDIE framework and ...


Applying A Community Of Inquiry Instrument To Measure Student Engagement In Large Online Courses, Carol A.V. Damm Apr 2016

Applying A Community Of Inquiry Instrument To Measure Student Engagement In Large Online Courses, Carol A.V. Damm

Current Issues in Emerging eLearning

The similarity of structure shared by Massive Online Open Courses (MOOCs) and traditional online college courses creates the opportunity to evaluate MOOC and related course offerings using a validated evaluation instrument, the Community of Inquiry (CoI) survey, to measure Teaching, Social, and Cognitive Presences (Garrison, Anderson, & Archer, 2000) in college-level online courses. In this study, the survey has been adapted to evaluate instances of student engagement in large online courses offered at low cost by a publishing firm. The courses suffer from two of the standard problems associated with MOOCs: high dropout rates and inconsistent participation among all but a ...


Current Issues In Emerging Elearning, Volume 3, Issue 1 Apr 2016

Current Issues In Emerging Elearning, Volume 3, Issue 1

Current Issues in Emerging eLearning

No abstract provided.


Down The Rabbit Hole: An Initial Typology Of Issues Around The Development Of Moocs, Apostolos Koutropoulos, Panagiotis Zaharias Jan 2015

Down The Rabbit Hole: An Initial Typology Of Issues Around The Development Of Moocs, Apostolos Koutropoulos, Panagiotis Zaharias

Current Issues in Emerging eLearning

MOOCs have experienced an unprecedented explosion of publicity. This publicity indicates both optimism that they may be the panacea for whatever ails higher education, as well as caution and trepidation that this may in-fact be some sort of new fad in higher education. In this wave of optimism, and subsequent wave of pessimism, we believe that there is something good to examine about MOOCs and that they do hold potential for certain educational arenas. That said, we don’t want to blindly dive into the MOOC optimism camp. We have critically examined the literature, from both academic peer-reviewed and academic ...


Information Literacy In Moocs, Paul Bond Jan 2015

Information Literacy In Moocs, Paul Bond

Current Issues in Emerging eLearning

Information literacy is a vital yet under-appreciated part of education. Its advocates recognize it as the foundation for lifelong learning, and as a set of skills that must be developed throughout a person's education. Within academia at large, however, it is barely recognized at all. This paper discusses information literacy in the context of MOOCs, particularly of the connectivist variety. Models of information literacy and their accompanying standards are examined to establish connections to lifelong learning. The spectrum of MOOCs is discussed briefly, with an emphasis on connectivist MOOCs (cMOOCs) and their associated learning activities. These learning activities are ...


Evolution Of The Blendkit Course: Fine-Tuning A Professional Development Mooc, Kelvin Thompson, Patsy Moskal Jan 2015

Evolution Of The Blendkit Course: Fine-Tuning A Professional Development Mooc, Kelvin Thompson, Patsy Moskal

Current Issues in Emerging eLearning

While many MOOCs modeled on traditional university curricula may be undertaken as sources of professional development, the University of Central Florida has released open courseware and a series of MOOCs specifically for the professional development of higher education faculty and designers preparing to design and teach blended learning courses. This article details experiences with offering multiple iterations of the BlendKit Course in order that others interested in professional development MOOCs may benefit from the authors' successes and lessons learned. The article addresses: background influences on the design of the BlendKit Course; the evolution of the BlendKit Course from its initial ...


What's Old Is New Again, And What's The Value Of Open, Apostolos Koutropoulos Jan 2015

What's Old Is New Again, And What's The Value Of Open, Apostolos Koutropoulos

Current Issues in Emerging eLearning

This is the editor's note for this special issue of Current Issues in Emerging eLearning, where the editor discusses Massive Open Online Courses (MOOCs), as well as the value of openness in education.


The Brief & Expansive History (And Future) Of The Mooc: Why Two Divergent Models Share The Same Name, Rolin Moe Jan 2015

The Brief & Expansive History (And Future) Of The Mooc: Why Two Divergent Models Share The Same Name, Rolin Moe

Current Issues in Emerging eLearning

Within popular media, the massive open online course (MOOC) is presented as a novel idea created by maverick professors and further developed with a goal to further democratize education on bases of quality and cost. The perception of this sequence of events as modular history has perpetuated a difficulty in developing MOOC-related research and critique within the fields of distance and online education. At the center of this struggle is the MOOC acronym: its initial development was in 2008, and its use today happens in opposition to the theoretical and pedagogical elements of the 2008 MOOC. This paper endeavors to ...


Supportive Technologies For Group Discussion In Moocs, Carolyn P. Rosé, Pam Goldman, Jennifer Zoltners Sherer, Lauren Resnick Jan 2015

Supportive Technologies For Group Discussion In Moocs, Carolyn P. Rosé, Pam Goldman, Jennifer Zoltners Sherer, Lauren Resnick

Current Issues in Emerging eLearning

A key hurdle that prevents MOOCs from reaching their transformative potential in terms of making valuable learning experiences available to the masses is providing support for students to make use of the resources they can provide for each other. This paper lays the foundation for meeting this challenge by beginning with a case study and computational modeling of social interaction data. The analysis yields new knowledge that informs design and development of novel, real-time support for building healthy learning communities that foster a high level of engagement and learning. We conclude by suggesting specific areas for potential impact of new ...


Highjacking The Mooc: Reflections On Creating/Teaching An Art History Mooc, Parme Giuntini, Jean-Marie Venturini Jan 2015

Highjacking The Mooc: Reflections On Creating/Teaching An Art History Mooc, Parme Giuntini, Jean-Marie Venturini

Current Issues in Emerging eLearning

This article reflects on the experience of creating and launching a MOOC (Massive Open Online Course) at Otis College of Art and Design. The authors will discuss the development process from content, goals and production to curriculum design and pedagogy. Lessons learned and best practices will be shared as well as assessment of the MOOC’s success. Suggestions will be offered for faculty who are interested in adapting and adopting (hijacking) MOOCs in conjunction with credit courses in their own institutions, and addresses the very practical faculty concerns that MOOCs pose.