Vol. 9, No. 3 of the MERLOT Journal of Online Learning and Teaching (JOLT) at http://jolt.merlot.org/currentissue.html has been published and is available online. The contents of the issue are listed below. In this issue you will find 12 articles concerned with various aspects of online learning and teaching. I hope you will find several articles of interest, and that you will take the time to forward this notice to colleagues who might also be interested in JOLT.
Articles I read and found useful:
The Rachell Sturm-Beiss shared an interesting paper on the efficacy of online exam-review sessions for math students: reaching both high- and low-performing students (paper pdf here) simple actions for hightened student performance ... always nice.
Abstract "Teaching mathematics in a class comprised of students with varying levels of
preparation and aptitude poses a significant challenge: How does one keep the top
performers engaged without losing those who are struggling? In an effort to
accommodate commuter students with little schedule flexibility, screencast videos made
accessible on YouTube were used as means to deliver optional exam-review sessions
in two pre-calculus classes. The screencasts were introduced before the second exam;
thereafter, several poor performers began to score better and appeared more motivated
in class. Students in both classes completed brief surveys regarding their preparation
for the first two in-class exams. An analysis of survey data together with test grades
showed that 55% of the students viewed the entire screencast series and that high- and
low-performing students viewed the videos in equal proportions. The mean
standardized grade of the student group who watched the entire video series increased
significantly from the first exam to the second exam. Subsequently, in an effort to
promote autonomous mathematical problem-solving skills the author experimented with
videos containing embedded math exercises. Positive student feedback suggests that
this type of teaching medium is beneficial to and appreciated by the motivated student. "
The position paper accompanying this JOLT volume I also found of interest as it provides options for collaboratively constructing instructional design with multiple actors coming from different fields (within the same university). Real title: Instructional Design Collaboration:
A Professional Learning and Growth Experience written by multiple authors of the Calgary university in Canada.
Abstract: "High-quality online courses can result from collaborative instructional design and
development approaches that draw upon the diverse and relevant expertise of faculty
design teams. In this reflective analysis of design and pedagogical practice, the authors
explore a collaborative instructional design partnership among education faculty,
including the course instructors, which developed while co-designing an online
graduate-level course at a Canadian University. A reflective analysis of the collaborative
design process is presented using an adapted, four-fold curriculum design framework.
Course instructors discuss their approaches to backward instructional design and
describe the digital tools used to support collaboration. Benefits from collaborative
course design, including ongoing professional dialogue and peer support, academic
development of faculty, and improved course design and delivery, are described.
Challenges included increased time investment for instructors and a perception of
increased workload during design and implementation of the course. Overall, the
collaborative design team determined that the course co-design experience resulted in
439 MERLOT Journal of Online Learning and Teaching Vol. 9, No. 3, September 2013
an enhanced course design with meaningful assessment rubrics, and offered a valuable
professional learning and online teaching experience for the design team. "
Pasting the whole set of articles below.
Research Papers
An Exploration of Students' Experiences of Learning in an Online Primary Teacher Education Program
Margaret Cain and Sharon Phillip
304-315
Quality of Interactions in Face-to-Face and Hybrid Career Development Courses: An Exploration of Students' Perceptions
Siu-Man Raymond Ting and Laura M. Gonzalez
316-327
The Use of E-Learning Tools for Improving Hispanic Students' Academic Performance
Jennie Johnson and Edith Galy
328-340
Adjunct versus Full-Time Faculty: Comparison of Student Outcomes in the Online Classroom
Brian Mueller, B. Jean Mandernach, and Kelly Sanderson
341-352
Experiences with Military Online Learners: Toward a Mindful Practice
David Starr-Glass
353-363
Which Instructional Design Models are Educators Using to Design Virtual World Instruction?
Victor J. Soto
364-375
Using a Video Game as an Advance Organizer: Effects on Development of Procedural and Conceptual Knowledge, Cognitive Load, and Casual Adoption
Jennifer J. Vogel-Walcutt, Katherine Del Giudice, Logan Fiorella, and Denise Nicholson
376-392
Case Studies
Developing a Supportive Framework for Learning on Biosciences Field Courses through Video-Based Resources
Anne E. Goodenough, Lynne MacTavish, and Adam G. Hart
393-405
Improving Undergraduate Sociology Students' Presentation Skills through Reflective Learning in an Online Learning Environment
Natalia V. Smirnova and Irina V. Nuzha
406-417
Old Concepts, New Tools: An Action Research Project on Computer-Supported Collaborative Learning in Teacher Education
Orly Sela
418-430
The Efficacy of Online Exam-Review Sessions: Reaching Both High- and Low-Performing Students
Rachel Sturm-Beiss
431-438
Position Paper
Instructional Design Collaboration: A Professional Learning and Growth Experience
Barbara Brown, Sarah Elaine Eaton, D. Michele Jacobsen, Sylvie Roy, and Sharon Friesen
439-452
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