Records: 322
After Admission: From college access to college success
J. E. Rosenbaum R. Deil-Amen A. E. Person |
APA Citation
Rosenbaum, J. E., Deil-Amen, R., & Person, A. E. (2006). After admission: From college access to college success. New York, NY: Russell Sage Foundation.
Annotation
This book explores how students and instructors interact. The authors look at how college students interact with faculty and administrators throughout their college experience with specific interest in community colleges. Chapters also look at how students transition from college to the labor-market, both from educational and social standpoints. The cook concludes with a chapter based on organizational problems to help students reduce problems.
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Convergence Culture: Where old and new media collide
Henry Jenkins |
APA Citation
Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York, NY: New York University Press.
Annotation
This architecture of participation in Web 2.0 technologies allows for what Jenkins (2006) describes as a participatory culture in which media spectatorship is no longer passive with users and producers in distinct roles. Instead the user producer relationship is more symbiotic and both sides interact and influence one another.
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Developing a Diagnostic Tool for Assessing Tertiary Students’ Readiness for Online Learning
H. Pillay K. Irving A. McCrindle |
APA Citation
Pillay, H., Irving, K., & McCrindle, A. (2006). Developing a diagnostic tool for assessing tertiary students’ readiness for online learning. International journal of learning technology, 2(1), 92-104.
Annotation
The authors of this paper develop a diagnostic survey instrument to help practitioners find what skills and resources online students lack. Ultimately, the researchers find that students’ ability to succeed in online classes come from four basic areas: technical skills, learner self-efficacy, learning preference, and learner attitude. Students deficient in one or more of the areas could areas in less than optimal learning outcomes or class satisfaction. Utilization of this diagnostic tool would . . . allow schools to identify at-risk students who may need additional support in any of the above-mentioned areas.
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Evaluating a Wireless Course Feedback System: The role of demographics, expertise, fluency, competency, and usage
R. E. Rice U. Bunz |
APA Citation
Rice, R. E., & Bunz, U. (2006). Evaluating a wireless course feedback system: The role of demographics, expertise, fluency, competency, and usage. Studies in Media & Information Literacy Education, 6(3), 1-32.
Annotation
This study looks to understand students’ experiences with discussion enhancing technology within a master-level course. Researchers used a sequence of surveys to accurately evaluate and measure students’ experiences throughout the semester. Overall, students had a positive experience with the technology and found its use helpful.
In course evaluation, the instructor was rated as more effective compared to the mean score of other instructors that semester, however, due to the small course . . . sample size, it is difficult to say if the increased effectiveness is related to the technology. Students found the technology most helpful when its ease of use was high. Further, students who had a high technology literacy are more likely to have found this technology useful.
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Evaluation Checklist for Online and Blended Courses
Tanya Joosten |
APA Citation
Joosten, T., (2010, May 29th). Evaluation checklist for online and blended courses. Retrieved from: http://professorjoosten.blogspot.com/2010/05/course-evaluation-checklist.html
Annotation
A checklist the professors or instructional designers can use to ensure their online courses are quality courses includes lists for:
learner support and resources
organization and design
instructional design and delivery
integration of face-to-face and online activities
assessment of student learning
evaluation and student feedback
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From Traditional to Constructivist Epistemologies: A proposed theoretical framework based on activity theory for learning communities
David Hung Seng-Chee Tan Thiam-Seng Koh |
APA Citation
Hung, D., Tan, S., & Koh, T. (2006). From traditional to constructivist epistemologies: A proposed theoretical framework based on activity theory for learning communities. Journal of Interactive Learning Research, 17(1), 37-55.
Annotation
The explosion of social media has allowed for new ways to foster and create learning communities by allowing students and instructors to share resources and communicate outside the classroom in order to provide interconnectedness between both content and environment.
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How Learning Styles Impact E-learning: a case comparative study of undergraduate students who excelled, passed, or failed an online course in scientific/technical writing.
William West Simon Rosser Salma Monani Laura Gurak |
APA Citation
West, W., Rosser, B. S., Monani, S., & Gurak, L. (2006). How Learning Styles Impact E-learning: a case comparative study of undergraduate students who excelled, passed, or failed an online course in scientific/technical writing. E-Learning and Digital Media, 3(4), 534-543.
Annotation
Both in-person and online versions of the course were being offered, and online students were receiving substantially higher grades.
Students who excelled in the course started using the internet 2 years before the average students and spent more time on work-related business while on the business.
The study found that the excelling students employed different study skills than the other groups including: check points of assignments, read assignment materials, read the text, interact with the . . . instructor among others.
Weaknesses of the study include small selection size, and self-selection of study participants.
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Media and Pedagogy in Undergraduate Distance Education: A theory-based meta-analysis of empirical literature
Y. Lou R. M. Bernard P. C. Abrami |
APA Citation
Lou, Y., Bernard, R. M., & Abrami, P. C. (2006). Media and pedagogy in undergraduate distance education: A theory-based meta-analysis of empirical literature. Educational Technology Research and Development, 54(2), 141-176.
Annotation
This meta-analysis looks at the effects of synchronous versus asynchronous learning and communication in classroom settings. The study’s results show there is non-statistically significant difference between distance and face-to-face synchronous instructor-led courses. Asynchronous courses were generally less effective when considering group discussions. The authors conclude their article with four recommendations for distance learning best practices.
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Mindset: The new psychology of success
Carol Dweck |
APA Citation
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House Incorporated.
Annotation
Not available
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Motivations for Play in Online Games
Nick Yee |
APA Citation
Yee, N. (2006). Motivations for play in online games. CyberPsychology & behavior, 9(6), 772-775.
Annotation
Used a principle component analysis. Components include: achievement, immersion and social components.
Male players scored significantly higher on all the achievement components than female players.
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