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Achieving A Scaled Implementation Of Adaptive Learning Through Faculty Engagement: A Case Study, Constance Johnson, Emma Zone
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 …
How Mooc Reality Informs Distance Education, Online Learning, And Connectivism, Adelina G. Hristova, Fernanda C. Bonafini, Kathryn W. Jablokow, Rebecca Y. Bayeck, Eunsung Park
How Mooc Reality Informs Distance Education, Online Learning, And Connectivism, Adelina G. Hristova, Fernanda C. Bonafini, Kathryn W. Jablokow, Rebecca Y. Bayeck, Eunsung Park
Current Issues in Emerging eLearning
In this paper, we draw from our experience as designers, instructors, and researchers in the second edition of a Massive Open Online Course (MOOCs) called Creativity, Innovation, and Change (CIC) 2.0 to discuss MOOC interactions. Since the CIC 2.0 MOOC was inspired by the tenets of connectivism, we employed connectivism and its four main conceptual components (autonomy, diversity, openness, and connectedness) to discuss these empirical findings from a theoretical perspective. We build our argument on the four levels of interactions (interactions with instructors, learners, course materials, and the interface) traditionally used in the field of distance education and online learning …