Records: 239
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.
Olaf, Som Zawacki-Richter, Naidu
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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.
C., A., C., P. Dzuiban, Picciano, Graham, Moskal
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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
Benjamin L., Saul, Sandy Castleman, Schwartz, Baum
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APA Citation
Castleman, B. L., Schwartz, S., & Baum, S. (2015). Decision making for student success: Behavioral insights to improve college access and persistence. Routledge.
Marjorie, Kristen Vai, Sosukski
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APA Citation
Vai, M., & Sosulski, K. (2015). Essentials of online course design: A standards-based guide. Routledge.
Annotation
Not available
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.
Elizabeth, Claire Barkley, Major
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APA Citation
Barkley, E. F., & Major, C. H. (2015). Learning assessment techniques: A handbook for college faculty. John Wiley & Sons.
Annotation
Not available
