August 24, 2012

Blended Learning Course Design Mistakes to Avoid

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Blended learning course design entails more than simply converting content for online delivery or finding ways to supplement an existing face-to-face course. Ideally, designing a blended course would begin with identifying learning outcomes and topics, creating assignments and activities, determining how interaction will occur, and selecting the technologies to best achieve those learning outcomes. However, a variety of constraints often affect the way blended courses are developed, which can compromise their quality.


August 23, 2012

Implementing High-Impact Learning Across the Institution

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High-impact learning practices—first-year seminars, learning communities, service-learning, undergraduate research, and capstone experiences—can provide intensive learning for students and improve retention, persistence to degree, and postgraduate attainment. However, to be effective, institutions need high-level support and cross-divisional collaboration, says Lynn E. Swaner, a higher education consultant and coauthor (with Jayne E. Brownell) of Five High-Impact Practices: Research on Learning Outcomes, Completion, and Quality (Association of American Colleges and Universities, 2010). In an interview with Academic Leader, Swaner talked about her research and offered suggestions on successfully implementing these practices.


August 22, 2012

California State University Selects Pearson to Launch Cal State Online

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The California State University, the nation’s largest four-year university system, has selected Pearson to launch Cal State Online, a fully online program designed to increase access to higher education. Cal State Online will launch in January 2013 with a selection of undergraduate degree completion and professional master’s programs, leveraging the multitude of programs currently available across the CSU.


August 22, 2012

What Did We Learn about PowerPoint and Student Learning?

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The recent post on PowerPoint use generated a healthy response. That’s encouraging, but blog exchanges can seem like conversations without conclusions. There is no summary, no distillation, and no set of next questions. And when there are many comments, I worry that those who respond first don’t return to read what follows and those who check in later don’t have time to read all the comments. So for my benefit and yours (hopefully), here’s how I would summarize our exchange on using PowerPoint.


August 21, 2012

Do Attendance Policies Influence Student Learning?

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Most college teachers don’t need research results to confirm that class attendance is a problem for many students. Some skip occasionally, others regularly; and some we see for the first time on exam days. Most faculty believe that students learn the material much better when they regularly attend class, and hence policies that require attendance are now the norm in many (could we say most?) classrooms.


August 20, 2012

Transforming Teaching through Supplementary Evaluations

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Incredible changes have occurred in the brief 25 years I have spent as a professor in higher education. In the area of technology alone, significant innovations have impacted the way people work, play, and learn. The benefits these technological advances bring to faculty and students are incalculable.

Yet, some areas of higher education have undergone very little change.


August 17, 2012

Establishing a Fair and Supportive Grading Environment

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Grading serves multiple purposes. While the most obvious purpose is to evaluate students’ work — as a measure of competency, achievement, and meeting the expectations of the course — grading can also be a key to communication, motivation, organization and faculty/student reflection. It’s for that reason that Virginia Johnson Anderson, EdD, calls grading “a context-dependent, complex process.”


August 16, 2012

An Assignment that Prevents Plagiarism

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A qualitative study of plagiarism reported that although students know that plagiarism is wrong, most are quite confused about what actually constitutes plagiarism. The availability of so many online resources has exacerbated the problem. Cut-and-paste features expedite using the material of others. Studies are also showing that students do not think the principles of ownership apply to online resources the same way they do to published material. Finally, many faculty are still struggling to master the rules of referencing that apply to Web-based resources, which does not excuse but certainly explains why students find referencing these materials so confusing.