Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)

The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic

Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices

Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy

Distributed Learning System Design: A New Approach and an Agenda for Future Research

This article presents a theoretical framework designed to guide distributed learning design, with the goal of enhancing the effectiveness of distributed learning systems. The authors begin with a review of the extant research on distributed learning design, and themes embedded in this literature are extracted and discussed to identify critical gaps that should be addressed by future work in this area. A conceptual framework that integrates instructional objectives, targeted competencies, instructional design considerations, and technological features is then developed to address the most pressing gaps in current research and practice. The rationale and logic underlying this framework is explicated. The framework is designed to help guide trainers and instructional designers through critical stages of the distributed learning system design process. In addition, it is intended to help researchers identify critical issues that should serve as the focus of future research efforts. Recommendations and future research directions are presented and discussed

Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings

Identifying student- and class-level correlates of sixth-grade students’ listening comprehension

Despite the importance of listening, little investigation of potential correlates of listening comprehension in the language of schooling is done. Therefore, the purpose of this study was to investigate which student- and class-level characteristics are related to sixth-grade students' listening skills in Flanders. A sample of 974 students in 70 classes completed a listening test in order to gather information on their ability to understand and interpret oral information. Further, different questionnaires were administered to the students, their parents and teachers. The results of the hierarchical regression analysis with multilevel design showed that the differences in listening comprehension skills could be primarily attributed to differences in student-level characteristics. The results indicated that students with higher working memory ability, more vocabulary knowledge and lower extrinsic listening motivation performed significantly better on the listening test. In addition, the educational level of the parents and the language diversity in the class was significantly related to students' listening skills in the language of schooling. This study is an important starting point in unraveling the black box of listening skills in the elementary school context. Suggestions for further research and practice were made

Scholarly insight Autumn 2017:a Data wrangler perspective

As the OU is going through several fundamental changes, it is important that strategic decisions made by Faculties and senior management are informed by evidence-based research and insights. One way how Data Wranglers provide insights of longitudinal development and performance of OU modules is the Key Metric Report 2017. A particular new element is that data can now also be unpacked and visualised on a Nation-level. As evidenced by the Nation-level reporting, there are substantial variations of success across the four Nations, and we hope that our interactive dashboards allow OU staff to unpack the underlying data. The second way Data Wranglers provide insight to Faculties and Units is through the Scholarly insight report series. Building on the previous two reports whereby we reported on substantial variation and inconsistencies in learning designs and assessment practices within qualifications across the OU, in this Scholarly insight Autumn 2017 report we address four big pedagogical questions that were framed and co-constructed together with the Faculties and LTI units. Many Faculties and colleagues have reacted positively on our Scholarly insight Spring 2017 report, whereby for the first time we were able to show empirically that students experienced substantial variations in success within 12 large OU qualifications. As evidenced in our previous report, 55% of variation in students’ success over time was explained by OU institutional factors (i.e., how students were assessed within their respective module; how students were able to effectively transition from one learning design of one module to the next one), rather than students’ characteristics, engagement and behaviour. We have received several queries and questions from Faculties and Units about how to better understand these students’ journeys, and how qualifications and module designs could be better aligned within their respective qualification(s). As these are complex conceptual and Big Pedagogy questions, in Chapter 1 we continued these complex analyses by looking at the transitional processes of the first two modules that OU students take, and how well aligned these modules and qualification paths are. In Chapter 2, we explored the more fine-grained, qualitative, and lived experiences of 19 students across a range of qualifications to understand how OU grading practices and (in)consistencies of assessment and feedback influenced their affect, behaviour, and cognition. In addition to building on previous topics, we introduced two new Scholarly insights in Chapter 3 and Chapter 4. As the OU is increasingly using learning analytics to support our staff and students, in Chapter 3 we analysed the impact of giving Predictive Learning Analytics to over 500 Associate Lecturers across 31 modules on student retention. Finally, in Chapter 4 we explored the impact of first presentations of new modules on pass rates and satisfaction, whereby we were able to bust another myth that may have profound implications for Student First Transformation. Working organically in various Faculty sub-group meetings and LTI Units and in a google doc with various key stakeholders in the Faculties , we hope that our Scholarly insights can help to inform our staff, but also spark some ideas how to further improve our module designs and qualification pathways. Of course we are keen to hear what other topics require Scholarly insight

Community Context: Influence and Implications for School Leadership Preparation

Effective K-12 leaders remain a central concern for schools and communities of all types. The purpose of this research is to examine critically the literature on issues facing leaders in rural and urban settings and present a synthesis of cross-cutting themes. The authors reviewed the theoretical and empirical literature on K-12 leadership issues in rural settings and in urban settings published between 2013-2018 in ten journals. An examination of the similarities and differences facing leaders in these settings in the United States and a discussion of the implications for leadership preparation programs is provided. Future research directions to guide the study of K-12 leadership are also discussed

Cleveland Schools That Are Making a Difference

Profiles thirteen Cleveland schools -- a cross section of traditional public, private, parochial, and charter schools, where the majority of students are economically disadvantaged -- that have demonstrated progress in student achievement gains