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For online learning to be successful and happy, participants need to be supported through a structured developmental process. The five-stage-model provides a framework or scaffold for a structured and paced programme of e-tivities.
Via Elizabeth E Charles, Yashy Tohsaku 
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The COVID-19 pandemic reminds us that in times of turmoil, decisions made for the greater good can have collateral impacts. It’s becoming evident that efforts to contain the virus and limit social distancing are increasing precarity for some people, especially those already in socio-economically disadvantaged positions. Universities are not immune to these collateral impacts, and last week’s decision by most Canadian universities to finish the current term by moving pedagogical components online is one of those times when a small segment of students will be neglected in a move meant to benefit all of them.
The decision is a show of resilience and solidarity by our higher education institutions. But the problem is the digital divide among students. Even in our great cosmopolitan country, not everyone has equal access to the web and all its resources. This digital divide was on the radar a few years ago, with a push to bring broadband to remote constituencies. But less attention has been devoted to the divide in urban settings, and especially within the hubs of knowledge that are universities. Via Elizabeth E Charles, Yashy Tohsaku
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"There are many different ways instructors can teach and work with online learners. This section highlights various methods of teaching and communicating with students in the online learning environment, and techniques instructors might use to actively engage remote learners and individualize instruction. Readers will also explore the educational technology that makes online teaching, learning, and collaboration possible ..." Via Leona Ungerer
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A certification program is creating a new generation of online learning savants. How are they doing it? Via EDTECH@UTRGV, Miloš Bajčetić, Alfredo Calderón
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Institutions of higher education are increasingly using online courses and fully-online programs as tools to increase enrollment. There are many issues surrounding the subject of online education as an enrollment strategy. For instance, attrition rates are higher in online courses and online programs than in the face-to-face environment (Carr, 2000; Moody, 2004). It has been well-established that academic and social integration are key factors influencing retention, yet many institutions do not take a systematic approach to ensuring adequate integration opportunities for online students. Via Elizabeth E Charles, Bruno De Lièvre
Barbara Vinal's curator insight,
February 23, 2015 10:13 AM
Faculty members must establish a rapport with each and every student from the beginning. The ongoing personal connection will not only encourage students to continue to learn, but will make them want to return to do the coursework because of the personal relationship. Students who feel as if they are alone in the online environment are far more likely to be disengaged, drop out of the course and/or leave work incomplete.
Computers are merely the tool. Human interaction is imperative no matter what the environment. 
Laurie Ferry's curator insight,
February 23, 2015 10:57 AM
The sense of community in an online course is critical to student retention. 
StudentGeneratedInduction's curator insight,
March 22, 2015 8:02 AM
dropout rate greater online v on campus. Social strategies may help those online. |
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"Teaching digital citizenship is the job of all educators--here’s how to prepare them ..." Via Leona Ungerer
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Firstly, the Californian association for information literacy, LILi, has set up a page for sharing resources about teaching IL online. "Inspired by CCC COVID-19 Website Google Doc, Lifelong Information Literacy (LILi) created this blog post to collect online instruction information from all libraries in California. Please share in the form or comment below for discussions. The LILi Web Committee will summarize important information and resources in this blog as the situation evolves." This is at https://lili.libguides.com/lion/COVID-19 Via Elizabeth E Charles
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"The proliferation of Massive Open Online Courses (MOOCs) and other forms of online education has changed the landscape of guided learning for both students and teachers. Professors who once stood in front of classrooms filled with dozens of students now stand in front of webcams in front of..." Via Leona Ungerer
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The “Research Seminar: Theories for learning with emerging technologies” with Dr. Terry Anderson, was organized by the Edul@b research on September 15, 2016. This Seminar looks at both theories that propel and guide online learning as well as the research paradigms that help shape our research on online learning and teaching. Via Elizabeth E Charles
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It's obvious the online teaching environment is markedly different from that of traditional classrooms. This affects the way that courses are taught—and, just as important, the way that teachers are evaluated. Via Miloš Bajčetić, Jose Erigleidson
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Are your online courses too stuffy? Clark and Mayer’s (2011) personalization principle refers to the practice of making e-learning more personable to increase learner outcomes. The authors recommended the following research-based personalization practices: informal written language (... http://elearningfeeds.com/personalizing-distance-education/ Via Christopher Pappas
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