New research project: Student learning in synchronous online classes

January 23, 2017
Image courtesy of patrisyu at FreeDigitalPhotos.net

Image courtesy of patrisyu at FreeDigitalPhotos.net

Are you involved with online learner as a student or an educator? Have you ever wondered how effective those real-time synchronous (webinar) sessions are for students?

A couple of colleagues and I were wondering the same thing, so we set up a research project to study it.

The primary research question guiding this inquiry is:

  1. How do online synchronous sessions support student learning in professional graduate programs engaging in research active opportunities for scholarship of the profession?

Secondary research questions include:

  1. To what extent do online synchronous sessions impact student learning in researching authentic problems of practice through distance delivery courses?
  2. How do the online synchronous sessions align with the learning outcomes for research design courses?
  3. What signature pedagogies make for successful learning during online synchronous sessions?

Check out our full research brief here:

Eaton, S. E., Brown, B., & Schroeder, M. (2017). Student learning in synchronous online classes: Research project brief. Retrieved from http://hdl.handle.net/1880/51792 doi:10.13140/RG.2.2.29667.55844

We are grateful to the Office of Teaching and Learning, Werklund School of Education, University of Calgary, who awarded funding for this project under the Scholarship of Teaching and Learning Grant, 2016-2017.

____________________________________________________

This blog has had over 1,000,000 views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!


New article:Comparative Analysis of Institutional Policy Definitions of Plagiarism: A Pan-Canadian University Study

January 18, 2017

interchange I’m pleased to share the news with you about my latest article, published in Interchange. The title is: “Comparative Analysis of Institutional Policy Definitions of Plagiarism: A Pan-Canadian University Study”.

Here is a link to the online version of the article: http://rdcu.be/oCx2

Funding for this study was provided by  the University of Calgary Werklund School of Education Scholarship of Teaching and Learning Grant.

Here are some other posts related to this research project:

____________________________________________________

Share this post: New research article: Comparative Analysis of Institutional Policy Definitions of Plagiarism: A Pan-Canadian University Study http://wp.me/pNAh3-1LD

This blog has had over 1.4 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

 


New project: Investigating Academic Integrity in the School of Education

January 9, 2017

I’m excited to tell you about a new research project I am working on.

This project investigates how instructors, teaching assistants (TA’s) and administrators perceive and act upon cases of plagiarism or in the Werklund School of Education (WSE) at the University of Calgary. Academic dishonesty continues to present a major problem in higher education.

Research team for

Research team for “Investigating Academic Integrity”

The WSE “Process for Reporting and Responding to Plagiarism” will be used as a tool to engage participants in focus groups and interviews to facilitate dialogue on the topic of academic integrity.

I have the privilege of working with four fabulous research assistants on this project. To the right is a photo of our research team.

Recommendations will be provided as part of the final report.

Here’s a research brief I wrote on the project:

Eaton, S. E. (2016). Investigating academic integrity in the Werklund School of Education: Process, policy and perceptions: Research Project Brief. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/51764

Funding for this study was provided by  the University of Calgary Werklund School of Education Scholarship of Teaching and Learning Grant.

Related posts:

____________________________________________________

Share this post: New project: Investigating Academic Integrity in the School of Education http://wp.me/pNAh3-1Ll

This blog has had over 1,000,000 views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!


Dear students, please use your phones in class.

January 5, 2017

This past fall, for the first time in about 5 years, I was asked to teach a classroom-based course at the last minute due to a health issue with the instructor who was originally scheduled to teach. It was a big shift to go back into the classroom after working online for so long.

Before the course even began I e-mailed the entire class to let them know that I expected them to bring a device (laptop, tablet or phone) to class. I was perfectly transparent that I’d be expecting them to use their devices throughout class for learning purposes to look things up, share information and do projects together during class time.

Students used their devices to take notes, look up articles or websites or whatever they needed. We used Google docs to take notes and work on projects in real time.

It was a 3-hour class, so we also took a break halfway through. I found that most of students took some time during their break to text or check their email. Most of them self-regulated so they were doing personal stuff during break time, but if they did happen to check their e-mail during class, I didn’t chastise them. My attitude is that everyone in a graduate-level course is an adult and they can figure it out.

I aimed to keep my “lecturing” to a minimum. I had students learn through activities, games and projects. They had to work on specific tasks or activities during class, often with a partner or in groups, so they were busy the whole time.

I have changed my teaching approach dramatically over the years. I talk way less than I used to. Now, I focus on having my students engage in more doing and less sitting-and-listening.

Some profs still think it is a good idea to stand up and lecture for 3 hours. If all you’re going to do is ask students to sit there and listen for 3 hours, you’d better be a spectacularly captivating speaker is all I can say.

____________________________________________________

This blog has had over 1,000,000 views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!


%d bloggers like this: