Barriers that influence Minnesota agricultural science faculty

This document discusses how teacher roles are changing with the increased use of learning management systems in higher education. It explores how some pioneering teachers are using these online platforms and tools to transition to more constructivist pedagogies that emphasize student-centered and collaborative learning. The study aims to understand teacher perspectives on shifting roles and identities as they reconcile a more directive online presence with giving students more equal status and participation. While these systems provide new opportunities for personalized feedback and mobile learning, teachers still play a key role through their design of online activities and assessments to drive higher-order learning outcomes.

This document discusses improving effectiveness in distance education through multi-media tools. It identifies a lack of research establishing how to deliver online courses according to different learning styles. The author reviews past literature to identify five standard measures of effectiveness: 1) graded assignments, 2) participation in online discussions, and 3) demonstrated knowledge through instructor interaction. However, the emergence of multimedia tools requires considering additional areas: 4) course presentation according to learning styles and 5) determining course structure using multimedia. The author argues that while past research focused on text-based delivery and limited interaction, modern tools change the paradigm, and their effectiveness on student learning styles needs to be studied.

The International Institute for Science, Technology and Education (IISTE). Science, Technology and Medicine Journals Call for Academic Manuscripts

1) The study examines factors that influence adult learners' decisions to drop out of or persist in online courses, comparing 147 learners who dropped out versus those who completed courses. 2) It finds that dropouts and completers differ significantly in their perceptions of family and organizational support as well as their satisfaction and perception of course relevance. 3) A theoretical framework including individual characteristics, family/organizational support, satisfaction, and relevance can predict whether learners will drop out or persist, with organizational support and relevance being particularly predictive. The results suggest lower dropout rates may result from enhancing course relevance and support for learners.

Presentation to the School of Humanities and Cultural Industries, Bath Spa University, Bath, UK, 14 October 2013

This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)

This document discusses how open courseware and open educational resources provided online can help address issues in higher education by increasing access and lowering costs. It provides background on how the internet has changed society and education by providing access to information. It then discusses challenges like the high cost of college and low graduation rates in the US. Open courseware from universities like MIT which provide free course materials online are presented as a solution, having been adopted by over 200 universities worldwide. The future directions of open education include offering credits for course completion and expanding open resources internationally.

Nicolai van der Woert's presentation of his #PhD research at the 5th GO-GN Seminar in Kraków, April 10th-11th, 2016.

In this article, we review the results of a study aimed at comparing the shortcomings and achievements of distance learning in technical higher education institutions, a survey of older students on the experience. The survey was conducted using a 10 question questionnaire via telegram messenger. Rakhimov Kholmurot Abdullayevich "The Importance of Distance Education for Adult Students in Uzbekistan" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37940.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/37940/the-importance-of-distance-education-for-adult-students-in-uzbekistan/rakhimov-kholmurot-abdullayevich

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Barbour, M. K., & Clark, T. (2016, October). Cases of quality: Case studies of the approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.

Invited talk at "Africa Panel: potentials & problems related to ICT in Africa with a focus on mobile". Panel members: Sudhir Dixit, dir. HP, USA Mona Dahms, Associate Prof., AAU Md. Saifuddin Khalid, Assistant Prof., AAU Idongesit Williams, PhD fellow, AAU

The document discusses academics' experiences using information and communication technologies (ICTs) for teaching and learning. It analyzes focus group discussions with academics from higher education institutions in three disciplines: English, law, and nursing/midwifery. The main findings were: 1) The most common ICT use across disciplines was providing online resources to students, though law academics were also interested in simulations for practical skills. 2) Academics' primary motivation for using ICTs was to enhance students' educational experience, though some enjoyed the creative process. ICTs also helped address issues like rising student numbers and more flexible/online learning demands. 3) The main difficulty academics faced was a lack

Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief

This is a Walden University course (EDUC 8103), A8: Course Project—Program Proposal. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.

April 4 2009 Presentation at Canada Moot 09 - presentation includes many slides that time may not permit to be presented

The purpose of my dissertation research is to explore: -Experiences of student leaders’ use of social media. -Meaning made of digital technologies in student leaders college experience. -Explore identity meaning making, digital decisions and online leadership behavior. Goal: Provide evidence and direction in what works in developing digital student leaders, both for student affairs administrators, leadership educators, as well as student leaders themselves.

This document summarizes research from an emerging technologies project conducted between 2011-2013 across 8 South African higher education institutions. The project examined how emerging technologies could help address challenges in South African higher education related to student preparedness and diversity. A survey of 242 lecturers found that while emerging technologies positively impacted student engagement and learning, challenges remained related to institutional support and infrastructure. Overall the research aimed to understand the role and impact of emerging technologies in South African higher education.

The document summarizes a study that examined SUNY Potsdam students' perceptions of the effectiveness of technology used by professors in the classroom. A survey of 238 students found that the most commonly and effectively used technologies were presentation software, Moodle, video streaming, digital media, and text processing software. While students felt skills did not improve much with less commonly used technologies, they acknowledged appropriate classroom uses of their own devices. The study concluded that SUNY Potsdam meets expectations for common technologies but that training could help expand effective use of other technologies.

The study examines the efficacy of the free software Socrative in: - Enhancing attendance taking routines - Improving engagement and participation - Improving learning outcomes - Enhancing process of course preparation - Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning

The document discusses the need for support services to prepare K-12 students for online learning. It recommends assessing students' technology skills, access to tools, study habits, lifestyle, goals, and learning preferences to determine their readiness. An interactive online assessment tool is proposed that would provide feedback to help students decide if online learning is appropriate given these factors. Having measures to ensure student success in online programs is important to increase graduation rates.

Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder. More details at www.cde.london.ac.uk.

Slides from Keynote presentation at the University of Southern California's 2015 Teaching with Technology annual conference. "9:15 am – ANN Auditorium Key Note: What Do We Mean by Learning Analytics? Leah Macfadyen, Director for Evaluation and Learning Analytics, University of British Columbia Executive Board, SoLAR (Society for Learning Analytics Research) Leah Macfadyen will define and explore the emerging and interdisciplinary field of learning analytics in the context of quantified and personalized learning. Leah will use actual examples and case studies to illustrate the range of stakeholders learning analytics may serve, the diverse array of questions they may be used to address, and the potential impact of learning analytics in higher education."

The document summarizes the results of a questionnaire on the use of social media in higher education teaching. 333 instructors responded to questions about their use of social media both in general and for a specific course. Key findings include: - The most useful social media tools for teaching reported were blogs, Twitter, YouTube, and Facebook. - Social media is primarily being used to share content, facilitate discussion, organize course materials, and promote peer interaction/collaboration. - Barriers to using social media in teaching included lack of time to learn/implement social media and ethical concerns around privacy and commercialization.

The document discusses barriers to success and retention in distance education courses and proposes solutions. It identifies key challenges such as lack of interactivity, feedback and motivation. Studies at universities found dropout rates decreased by providing more instructor support through feedback, summaries and online forums. Training for faculty in distance education skills and developing technical support were also found to improve completion and lower dropout rates. The document concludes more research and policies are still needed to understand how people learn online and improve distance learning solutions.

This keynote will help you: -Understand where to start with learning analytics -Understand how to effectively support your staff to use data -Critically review whether learning analytics is something for your organisation https://www.terrapinn.com/exhibition/edutech-europe/speaker-bart-RIENTIES.stm

A visionary leadership of education has been currently transformed by mobile devices with educational purposes. These purposes lead to drastic changes that often occur with internal and formation structures of academic programs. These changes lead to prosperous students that are able to obtain these changes and modify their learning spectrum for a new era. Within the new era, careers and jobs are changing due to technical and financial advances that require these new skills. Mobile technology is the new face of education by a basis of relative institutions that believe in advances for career, educational, and personal purposes. These devices are created specifically for educational learning, such that more students are able to learn studies that they never could before. This will also help generate new students from locations the institution was not able to gain students from in the past. The purpose of this study is to engage topics about the virtual classroom and discuss a model that entices new possibilities that are in relative manner to measurements for academics. The focus will be based from research that is specifically centered for virtual learning. Areas of interest will be mainly distance learning, engineering virtual classrooms, modifying institutional programs, and marketing and enrollment procedures. These items will assure research that bases its methods on higher educational leaning set towards institutional awareness of advanced technology for academics. The outcomes of this model will create modified ideas and methods that are currently used in the academic setting. The research is based on current information that is sufficient and bases a majority of information related to academic integrity and purpose. Its methods are created to assist faculty and students better understand how creative measures can assist and engage the institution with technical advances for virtual classroom.

Presentation given for the 13th Conference on Social Science at University of Vienna, October 6th/7th. Paper published on the EUROPEAN JOURNAL OF SOCIAL SCIENCES EDUCATION AND RESEARCH September-December 2017, Volume 11, Nr. 2, pg 39-51 “Many Universities manage billions in research funding, but there is usually no R&D budget for their own product, namely delivering education to willing buyers” (Michael Stanton, 2014) Education are missing on an explosive growth sector: Their Own. (Harvard Business Review) Education has undoubtedly been commoditised and as a good. As suggested by American entrepreneur Peter Theil (Cited in Hellweg, 2013), it may function as both learning and insurance access platform. Another aspect of HE is that, in contrast to most other industries that have faced disruption, the top 10 providers are still the same for the last 40 decades or so. The question is how much longer will they be there? Not even Coursera’s founder Daphne Koller could anticipate the scale and impact of the MOOCs. Udacity, Coursera and edX, aka ‘The Big Three’ have crossed the barrier of 40 million active students. What does it mean for traditional universities? MIT’s president Raphael Reif struggles to see how his institution can carry on justifying charging $50,0000 for tuition much longer and that is a big problem not only for them for many other universities that are starting to see their numbers dwindling. This paper is the first in a series of five papers looking at the future of higher education and learning

This document discusses data-centric education and learning. It begins by outlining past and present technologies used in education. It then discusses how data-centric learning is enabled by devices that connect to the cloud and collect real-time student data. This data can provide adaptive instruction, feedback, and insights into learning processes. Examples are given of social network analysis and predictive analytics projects using large educational datasets. Finally, frameworks for designing data-driven learning environments and strategies to improve performance are presented. The conclusion emphasizes using data and analytics responsibly and strategically to improve education.

This document discusses recommendations for driving change in digital education. It recommends identifying student needs through communication, feedback and data. Social media should be used to engage students but not drive the entire strategy. Technology should facilitate pedagogical goals rather than be the sole focus. Flexible learning options and support for instructors and students can help manage change.