Oregon State University Ecampus

EDUCAUSE conducted a special study to gain insights on the student experience during what has been an exceptional time of disruption. In these reports, we share our results from the study related to student experiences with technology in the for-credit courses they were taking in fall 2020 in which they felt they were learning the most, as well as experiences, issues, and pain points students had with connectivity-specifically internet and device access-as they did their academic work in 2020.

This meta-analysis of the effects of video on learning found that adding video to existing teaching led to strong learning benefits. Videos may provide students with control over their level of cognitive load, they allow authentic demonstrations of skills, and they enable teaching staff to edit according to multimedia learning principles. Videos were more effective for teaching skills than transmitting knowledge.

Students viewed 3 different video formats: quiz questions embedded throughout, quiz questions only at the end, and no quiz questions. Students watching video with quiz questions throughout scored markedly higher on a subsequent assessment. Students in the study strongly support support in-video quizzing.

Active learning strategies for synchronously teaching students in the classroom and students participating remotely via videoconferencing.

"A student survey instrument was created that captures student perceptions of the instructional characteristics of their course, their learning, and their satisfaction with the course. The data collected from the student survey was merged with data from institutional student information systems (e.g., demographics and course grade)."

A thought-provoking reflection and case study about online discussion design.

Very interesting, sound study. Even though this is done in a face to face environment, the takeaway most likely remains the same - students don't know what effective teaching looks and feels like. Quote: "Compared with students in traditional lectures, students in active classes perceived that they learned less, while in reality they learned more."

Timely! Regan Gurung just published a CTL blog post about this study: http://blogs.oregonstate.edu/osuteaching/2019/12/16/eating-your-peas-like-active-learning-not-preferred-but-better-for-you/

Though this piece uses the example of moving away from traditional lecture to learner-centered approaches, the behavioral change model is applicable to faculty development across all modalities.

Article about a study of online class sizes: The bottom line is that larger class sizes are ok for courses with CLOs on the lower levels of Bloom's taxonomy, and smaller (s.

This article by Kevin Gannon would be ideal to share with faculty developing or teaching a hybrid or online course for the first time.

An excellent guide for faculty written by Michelle Miller of NAU: "It's for anyone who is in the process of creating a new course or redesigning an old one and needs advice on which technologies to use, how to use them, and why."

"Teaching positively means that we intentionally consider how we can enhance learning environments, while at the same time increase the ways learners can be successful. Teaching positively aims to not only motivate learners but rather emphasizes how to increase their personal ability to achieve the course learning outcomes."

This is a concise guide to the three main categories of adaptive courseware (off-the-shelf, customizable and custom-built) and five key questions to inform courseware adoption decisions: problem to solve? resources? control? access? support?

"students appear to have a subjective threshold; they are willing to invest a certain amount of energy in any given assignment, and once the limit is reached outsourcing is sought as the means to quit without losing the qualification" "[Contract Cheating Firm's] marketing is pervasive and hard to dismiss, predicated on the students' perceived risks of failure and the disparity of students' abilities to deliver solutions that meet the academic requirements of their course"

Provided by The International Center for Academic Integrity

This report is the product of the HECC OER steering committee. A consultant was hired to study the market of open ancillary materials platforms, with a goal of helping the committee possibly prepare to apply for a grant to create an open platform for ancillary materials.

"an average student who participates in online discussion will score 25 percentile points higher on course exams than an average student who participates in classroom discussion"

"Specifically, students who reported being highly engaged connected ideas from other courses, changed their understanding of a topic or concept, found connections between their learning and societal problems, and had fun. . . . "What students in online classes seek is connection--to oneself, to others, and/or to course material."

This is a handy rubric to assess the suitability of e-learning tools for teaching and learning. Criteria cover functionality; accessibility; technical (e.g., LMS integration); mobile design; privacy/rights; and social, teaching and cognitive presence.