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Examining e-Learning in Higher Education: Perceptions and reality
No full textA point-in-time assessment of the extent to which UK universities are using lecture-capture technology (June 2009)
Thinking deeply together. Powerpoint presentation
No full textDavid will describe the ideas underpinning Debategraph, demonstrate its use in practice, and discuss how Debategraph is being deployed to map the issues around climate change policy in the build up to the United Nations Climate Change Conference in Copenhagen (in collaboration with, amongst others, the Open University and MIT
Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies
Get PDFA systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)
Serious Games (Webinar recording)
No full textPlease note that by clicking on the link above to access the recording you will be required to use the Elluminate client (a small software package that should automatically start to download) to view it. To check your set up and for support go to: http://www.elluminate.com/support You can also check you connection to the ALT Elluminate server in the sandbox meeting at: http://elluminate.alt.ac.uk Please contact [email protected] if you need further information