UIS Chemistry Associate Professor & Department Chair Layne Morsch recently co-authored an article in Chemistry Education Research and Practice. The article “Developing Communication Confidence and Professional Identity in Chemistry through International Online Collaborative Learning” discusses the impact of an online collaborative assignment between two flipped organic chemistry classrooms, one in Canada and the other in the United States, on learners. Co-authors are Darlene Skagen, Brett McCollum, and Brandon Shokoples.
Members of the UIS community will be leading a discussion entitled “Identifying Strategies for Revitalizing Legacy Online Programs: Overcoming Barriers to Innovation” at the Online Learning Consortium (OLC) Innovate Conference on Thursday, April 6, 2017 in New Orleans, LA. Presenters include Laurel Newman, Carolee Rigsbee, Carol Jessup, Donna Rogers Skowronski, Michele Gribbins, and Emily Boles.
The discussion will include the challenges faced when introducing innovations designed to strengthen the quality of an online degree completion program with a 10-year record of relative success. Barriers to innovation of legacy programs and potential solutions for overcoming these barriers will be explored. More information about the presentation can be found at the OLC Innovation Conference website.
A listing of nearly 270 educational technology, instructional design and distance learning journals can be found online at edtechjournals.org.
Grade Level:Tracking Online Education in the United States is the twelfth annual report on the state of online learning in U.S. higher education. The report includes many key findings including the following highlights listed on its website:
- The year-to-year 3.7% increase in the number of distance education students is the lowest recorded over the 13 years of this report series.
- Public and private nonprofit institutions recorded distance enrollment growth, but these were offset by a decrease among for-profit institutions.
- The percent of academic leaders rating the learning outcomes in online education as the same or superior to those in face-to-face remained unchanged at 74.1%.
- The proportion of chief academic leaders reporting online learning is critical to their long-term strategy reached a new high of 70.8%.
- Only 28.0% of academic leaders say that their faculty accept the “value and legitimacy of online education.”
- The adoption of MOOCs (Massive Open Online Course) is reaching a plateau, only 8.0% of higher education institutions currently offer one, another 5.6% report MOOCs are in the planning stages.
- The proportion of academic leaders who believe that MOOCs represent a sustainable method for offering online courses dropped to 16.3%.
The report can be download at: http://onlinelearningconsortium.org/read/survey-reports-2014/
Scott L. Day, UIS Associate Professor and Chair of the Department of Educational Leadership, has a forthcoming chapter in the book Exploring the Effectiveness of Online Education in K-12 Environments. The chapter, entitled Online Learning in Illinois High Schools: The Voices of Principals!, was co-authored with A. Picciano and J. Seaman. The book is edited by R. Hartshorne, T. Heafner, and T. Petty and will be published by IGI Global.