Research Annotations

Records: 239

Leaving Late: Understanding the extent and predictors of college late departure

Z., T.A. Mabel, Britton

APA Citation

Mabel, Z., & Britton, T. A. (2018). Leaving late: Understanding the extent and predictors of college late departure. Social science research, 69, 34-51.

Annotation

The authors of this paper seek to study the extent of non-first year college students (sophomores, juniors, or seniors) dropping out. They find that a large portion of dropouts actually occur in later years of college, with one-third of dropouts earning three-fourths of the needed credits to graduate. This trend is especially prevalent at two-year community colleges and open enrollment college and among students who were not academically prepared for the challenges of college. The authors . . . suggest that four-year colleges that have introduced associate degrees have increased degree attainment and that targeted intervention programs could help retain more students.

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An Examination of Student Outcomes and Student Satisfaction in a Flipped Learning Environment: A quasi-experimental design

Angela Lee

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Ed undersecretary shares Obama administration's home stretch vision

J. Carter

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Mapping Research Trends from 35 Years of Publications in Distance Education

Olaf, Som Zawacki-Richter, Naidu

APA Citation

Zawacki-Richter, O., & Naidu, S. (2016). Mapping research trends from 35 years of publications in Distance Education. Distance Education, 37(3), 245-269.

Annotation

Using a text-mining tool Leximancer, this article reports the research trends in Distance Education journal between 1980 and 2014. Titles and abstracts of 515 peer-reviewed articles are analyzed and core concepts (listed below) is extracted. Result of text mining indicates alternating waves of institutional (meso-level) and individual (micro-level) research focus.
Phase 1 Institutional focus: Professionalization and institutional consolidation (1980-1984), instructional design and educational . . . technology (1985-1989)
Phase 2 Individual focus: Quality assurance in distance education (1990-1994) Student support and early stages of online learning (1995-1999)
Phase 3 Institutional focus: The emergence of the virtual university (2000-2004) Collaborative learning and online interaction patterns (2005-2009) Interactive learning, MOOCs and OERs (2010-2014)
Capturing trends on topics and methods is essential for the advancement of research on distance education.

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Conducting Research in Online and Blended Learning Environments: New pedagogical frontiers.

C., A., C., P. Dzuiban, Picciano, Graham, Moskal

APA Citation

Dziuban, C. D., Picciano, A. G., Graham, C. R., & Moskal, P. D. (2015). Conducting research in online and blended learning environments: New pedagogical frontiers. Routledge.

Annotation

Not available

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Decision Making for Student Success: Behavioral insights to improve college access and persistence

Benjamin L., Saul, Sandy Castleman, Schwartz, Baum

APA Citation

Castleman, B. L., Schwartz, S., & Baum, S. (2015). Decision making for student success: Behavioral insights to improve college access and persistence. Routledge.

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Defining a Research Agenda for Distance Education

R. Poulin

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Essentials of Online Course Design: A standards-based guide

Marjorie, Kristen Vai, Sosukski

APA Citation

Vai, M., & Sosulski, K. (2015). Essentials of online course design: A standards-based guide. Routledge.

Annotation

Not available

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Flipped Learning in Higher Education Chemistry: Emerging trends and potential directions

Michael Seery

APA Citation

Seery, M. (2015). Flipped learning in higher education chemistry: emerging trends and potential directions. The Royal Society of Chemistry, 16, 758-768.

Annotation

Framed within cognitive load theory and constructivism, Seery (2015) provides a survey review of 12 articles in higher education chemistry. He specifically draws attention to recent reports indicating first-year chemistry as detached and being delivered in a fact-based and encyclopedic fashion. Moreover, he shows that most flipped learning approaches in the literature consist of providing screencasts of material in advance of class meetings that is often incentivised (e.g. quizzes, activites), . . . resulting in student viewing rates greater than 90 percent. During lecture time, he finds many of the studies report group work and presentation of pre-class material. Overall, students reported much higher favorability of this approach relative to other approaches they have experienced. In sum, Seery (2015) calls for the community to further develop the theoretical basis for implementing a flipped learning classroom.

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Learning Assessment Techniques: A handbook for college faculty

Elizabeth, Claire Barkley, Major

APA Citation

Barkley, E. F., & Major, C. H. (2015). Learning assessment techniques: A handbook for college faculty. John Wiley & Sons.

Annotation

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