16 janvier 2018

Confucius Institute Criticized at UMass Boston

HomeBy Scott Jaschik. Students and faculty members at the University of Massachusetts at Boston are criticizing a Confucius Institute there, saying that its sponsorship by groups with Chinese government ties is a danger to academic freedom, The Boston Globe reported. More...

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Thanks, but No, Thanks

HomeBy Jeremy Bauer-Wolf. UT Austin says it will not accept funding from a foundation after concerns were raised about its connections to the Chinese Communist Party. More...

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Reaching Out to the Right

HomeBy Jeremy Bauer-Wolf. A few college presidents say that developing relationships with conservative students is an important part of a strategy for a collegial campus. More...

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Factors Affecting the Participation of the Deaf and Hard of Hearing in e-Learning and Their Satisfaction: A Quantitative Study

International Review of Research in Open and Distributed LearningToday the digital divide is measured not so much by access to the internet but by people's ability to interact in cyberspace, which calls for specific digital communication skills. These skills are also required for participation in e-learning, bearing in mind that the deaf and hard of hearing have certain characteristics related to their condition.  This study aims to identify inequalities in access to e-learning by those who are deaf or hard of hearing, observe how they are related to social and demographic factors, and confirm whether the accessibility of the e-learning environment has a direct influence on their satisfaction. More...

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Pinch Hitter: The Effectiveness of Content Summaries Delivered by a Guest Lecturer in Online Course Videos

International Review of Research in Open and Distributed LearningLecture videos have become an increasingly prevalent and important source of learning content. Lecturer-generated summaries may be used during a video lecture to improve student recall. Furthermore, the integration of a guest lecturer into the classroom may be a beneficial educational practice drawing the learner’s attention to specific content or providing a change of pace. The current study measures the effects of lecturer-generated summaries and the inclusion of a guest lecturer on students’ ability to recall online video lecture contents. More...

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Explanations and Interactives Improve Subjective Experiences in Online Courseware

International Review of Research in Open and Distributed LearningAs online courses become more common, practitioners are in need of clear guidance on how to translate best educational practices into web-based instruction. Moreover, student engagement is a pressing concern in online courses, which often have high levels of dropout. Our goals in this work were to experimentally study routine instructional design choices and to measure the effects of these choices on students’ subjective experiences (engagement, mind wandering, and interest) in addition to objective learning outcomes. More...

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A Grounded Theory of Professional Learning in an Authentic Online Professional Development Program

International Review of Research in Open and Distributed LearningOnline professional development (OPD) programs have become increasingly popular. However, participating in professional development does not always lead to profound professional learning. Previous research endeavours have often focussed on measuring user acceptance or on comparing the effectiveness of OPD with a face-to-face delivery, but there is little knowledge of how the process of professional learning actually occurs in OPD. More...

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Professional Online Presence and Learning Networks: Educating for Ethical Use of Social Media

International Review of Research in Open and Distributed LearningIn a teacher education context, this study considers the use of social media for building a professional online presence and learning network. This article provides an overview of uses of social media in teacher education, presents a case study of key processes in relation to professional online presence and learning networks, and highlights issues and challenges for wider consideration. Specific practical illustrations are provided, relating experiences when starting out with social media, integrating coursework challenges for student teachers, and considering feedback and future planning. More...

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Does Successful Use of Digital Learning Materials Predict Teachers’ Intention to Use Them Again in the Future?

International Review of Research in Open and Distributed LearningDo perceptions of success in using digital learning materials (DLMs) regularly (i.e., several times a week) strengthen (or weaken) teachers’ behavioural intentions to use DLMs again? And which psychological factors have a relationship with the intention to use DLMs again? These questions are important in light of stimulating teacher’s use of DLMs. To answer this question, teacher “flows” were analysed using crosstabs and multinomial logistic regression. These flows visualize how teachers go from a certain degree of perceived success to a certain strength of behavioural intention. More...

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Designing Authentic Learning Activities to Train Pre-Service Teachers About Teaching Online

International Review of Research in Open and Distributed LearningOnline learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming authentic as students learn with tasks that are connected to real-world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online learning experiences for their future students. Using a design-based research methodology, the researchers were involved in planning, designing, implementing, and evaluating the higher education class across two macro cycles. More...

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