Research in Online Teaching & Learning

Center for Online Learning, Research & Service at the University of Illinois Springfield

Tag: Research

The SAGE Handbook of E-learning Research

For a limited time, SAGE Knowledge is providing free access to The SAGE Handbook of E-learning Research.

Pitfalls & Potential: Lessons from HEQCO-Funded Research on Technology-Enhanced Instruction (2015)

This report by Lopes & Dion (2015) draws conclusions on research projects related to technology-enhanced instruction funded by the Higher Education Quality Council of Ontario.  The report is available online at: .

Best practices identified in their review of the projects include:

1. Instructors looking to enhance student learning through the use of new technologies should ensure that students are given the required time to become familiar with the technology before it can contribute to their learning.

2. The challenges that students face navigating new technologies can be compounded when instructors run into technical difficulties. For those reasons, instructors and teaching assistants should also be trained on the use and implementation of technology.

3. The simple presence of technology will rarely enhance a classroom. Instead, some thought has to go into integrating it effectively. Technology should be integrated fully and consistently in a manner that is relevant to students and that convinces them of the potential value it holds for their learning experience.

4. Closely related to the point above, new technologies should be implemented not for their own sake but with a specific goal or learning outcome in mind. The integration of the technology should facilitate the pursuit of this goal.

Citation: Lopes, V., & Dion, N. (2015). Pitfalls and Potential: Lessons from HEQCO-Funded Research on Technology-Enhanced Instruction. Toronto: Higher Education Quality Council of Ontario.

The Geography of the New Teacher Pipeline (IERC Research Report)

The Illinois Education Research Council (IERC) has issued a report entitled The Geography of the New Teacher Pipeline (IERC 2015-1). This study examines the geography of the teacher labor markets by tracking the distances between the teacher’s home area and college with the location of their first teaching position. This research is informative for teacher recruitment efforts, as well as for initiatives in Illinois to diversify the teacher pipeline.

The report and research highlights are also available for download at

2015 NMC Horizon Report – Higher Education Edition

According to its website, “the NMC Horizon Report > 2015 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 12th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are identified across three adoption horizons over the next one to five years, giving campus leaders and practitioners a valuable guide for strategic technology planning.”

2014 Survey of Online Learning – Grade Level: Tracking Online Education in the United States, 2014

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:

Online Learning in Illinois High Schools: The Voices of Principals!

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.