This study compares undergraduate student exam performance of classroom and online course sections that have nearly identical instructional designs. The sections differed only in lecturing and peer discussion activities that are typical differences of classroom and online instruction. Classroom discussion activities were synchronous speech and…

As mobile devices become more prominent in the lives of students, the use of mobile devices has the potential to transform learning. Mobile learning, or mLearning, is defined as learning that is personalized, situated, and connected through the use of a mobile device. As mLearning activities are developed, there is a need for a framework within…

The ability to visualize student engagement and experience data provides valuable opportunities for learning support and curriculum design. With the rise of the use of learning analytics to provide "actionable intelligence" on students' learning, the challenge is to create visualizations of the data, which are clear and useful to the…

A review of multiple online courses at one institution was conducted by a skilled screen reader user for the purpose of assessing the extent to which the courses were navigable and understandable to online students using assistive technologies. This paper identifies features of online courses that may present problems for screen reader users and…

This article describes the design and development of a professional development program based upon research on the competencies necessary for online teaching success conducted at Penn State University in 2009-2010. The article highlights how the results of this research are being aligned with various professional development courses comprising the…

This paper describes the redesign of a faculty development program at a large public university that transitioned from weekly face-to-face meetings to a version that reduced seat time by half. Focus is on course development activities in which individual faculty began designing and developing their online courses. Survey data was collected and…

Higher education institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This demand has led to some HEIs introducing the use of interactive web technologies to support their distance teaching and learning practices. However,…

In the last several years, a variety of approaches and tools have been developed for giving access to open educational resources (OER) related to food safety, security, and food standards, as well to various targeted audiences (e.g., farmers, agronomists). The aim of this paper is to present a technology infrastructure currently in demonstration…

A rural Community College evaluated their procedures for preparing students for online courses and determined they were not meeting the needs of the students. Through the use of the ADDIE Model of Instructional Design, a mandatory online orientation for first time online/hybrid students was developed and implemented. Results from the…

This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. This study found that the most frequently offered training content (97% of the…

The Center for eLearning was established at Florida Atlantic University (FAU) as a result of a university-wide task force. A brief overview of the center's start-up activity is followed by a thorough report of the first faculty development program created and implemented. The structure of the program is described, and data are provided showing…

In order for faculty to make a successful transition to teaching in the online classroom, they must receive professional development specifically geared toward this challenge. Bay Path College offers a faculty development program that incorporates three distinct components all geared toward aiding faculty to adjust to teaching online and providing…

Research is limited on how metacognition is facilitated and manifested in socially situated online learning environments such as online discussion forums. We approached metacognition as the phenomenon of interest partly through a methodological objective to evaluate the relevance of a metacognition construct and partly through a content objective…

This paper discusses utilizing course objectives to drive the change of existing 10-15 week undergraduate courses into 8-week courses that feature blended learning tools. To begin the redesign process, instructors and a faculty mentor revisit course objectives for currency, and with an eye toward blended course restructuring. The restructuring is…

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology &…