By - . Last month, I wrote an article suggesting that whether you love them or hate them, whether you feel they are dead in the water or getting ready to finally unleash something incredible, there are some important things to learn from the concept. I argued that educators should try to tap into the lessons learned from the MOOC story, like practical learning, contextual learning, better guidance, architecting social learning, and educating at scale. More...
By - . According to the Community College Journal of Research and Practice, 31 percent of 18 to 24 year-old college students and more than half of all online students in the U.S. attend two-year institutions. More...
By Meris Stansbury - . According to recent polls and surveys among college and universities that are either in the final stages, or have fully implemented, online learning courses and platforms, there are a number of common, well-defined challenges and trends experienced by IT departments and faculty. The good news is: there are also scalable tips. More...
By Meris Stansbury - . The six Institutes for Manufacturing Innovation (IMIs), part of the National Network for Manufacturing Innovation (NNMI), began in a push by the Obama Administration to enhance U.S. innovation competitiveness by supporting development of STEM technologies that could help the country compete in the global marketplace. More...
By Meris Stansbury - . A majority of research on the predictors of student success in online learning focus on traditional four-year institutions; a fact the community college community finds troubling, since most community college students [a growing number!] are also going online. But are there any differences in the predictors of success? Researchers say ‘yes,’ which could also impact traditional institutions’ online learners, too. More...
By Meris Stansbury - . In a truly comprehensive report, with advice and suggestions from over 800 teachers and administrators, a Stanford-led national Workgroup calls for a new movement in learning analytics—redefining the field and offering a seemingly scalable road map to success. More...
By While many U.S. colleges and universities use e-transcripts, universities and ministries in other countries rarely exchange electronic academic records. Stanford's registrar hopes a collaboration with China's Ministry of Education will set the standard for record exchanges with other countries. More...
By Fabio Rojas. Recently, Steven Pinker wrote a response to William Deresiewicz’ recent article and book, which claims that the Ivy League is a horrible soulless place. Overall, I concur with Pinker’s retort. Deresiewicz doesn’t offer evidence to show that careerism has gotGaucheten any worse, he makes a broad over generalization about non-elite college students, and he overstates the cases that non-elite colleges are under appreciated refuges of learning (although a few are). More...
By Rebecca L. Weber. If completion is the goal, developmental education remains one of the biggest impediments to student success.
Research has shown that too many students enter college unprepared for the rigors of college-level work. As a result, many of them are forced to enroll in noncredit developmental courses, essentially wasting valuable time and money in a bid to catch up to their more academically advanced classmates. More...
By . Freshmen say they’ll finish in four years, but most will be paying tuition for five or six years.
When Alex Nichols started as a freshman at the University of Mississippi, he felt sure he’d earn his bachelor’s degree in four years. Five years later, and Nichols is back on the Oxford, Miss. campus for what he hopes is truly his final semester. More...
/https%3A%2F%2Fprofilepics.canalblog.com%2Fprofilepics%2F1%2F0%2F1076071.jpg)
