Team Characteristics for Maximizing the Educational Effectiveness of Practical Lectures on Software Intensive Systems Development

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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

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

A 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)

Suffolk University Undergraduate Academic Catalog, Sawyer Business School, 2016-2017

This catalog contains information for the undergraduate programs in the Sawyer Business School. The catalog is a PDF version of the Suffolk website, so many pages have repeated information and links in the document will not work. The catalog is keyword searchable by clicking ctrl+f. A-Z course descriptions are also included here as a separate PDF file listing all SBS course offerings. Please contact the Archives if you need assistance navigating this catalog or finding information on degree requirements or course descriptions.https://dc.suffolk.edu/cassbs-catalogs/1173/thumbnail.jp

Division of Continuing Education and Extension Catalog of Courses

Division of Continuing Education & Extension, catalog for Fall 1997-Spring 1998 courses

Exploring the application of agile management practices to higher education institutions

Agile management practices are based on an iterative cycle that seeks to ensure design and development projects are delivered according to schedule and budgetary constraints while allowing flexibility to be applied to the project scope. Agile is now being applied to areas beyond the information technology (IT) sector and the question arises: Can agile management practices be applied to higher education institutions? Universities are complex organizations undertaking education, research and knowledge exchange activities supported by a range of administrative areas and professional services. Universities also face a number of challenges, including financial pressures and funding constraints, increasing levels of competition and the introduction of new technologies. Therefore, this paper will provide a review of agile and examine how agile project management can be applied to the operations of universities. This will include exploration of a series of illustrative cases that will identify the opportunities for applying agile management techniques at universities through describing specific examples for education, research and knowledge exchange. Following conclusions the paper includes recommendations on the potential application of agile management practices to higher education institutions

Suffolk University Undergraduate Academic Catalog, Sawyer Business School, 2017-2018

This catalog contains information for the undergraduate programs in the Sawyer Business School. The catalog is a PDF version of the Suffolk website, so many pages have repeated information and links in the document will not work. The catalog is keyword searchable by clicking ctrl+f. A-Z course descriptions are also included here as a separate PDF file listing all SBS course offerings. Please contact the Archives if you need assistance navigating this catalog or finding information on degree requirements or course descriptions.https://dc.suffolk.edu/cassbs-catalogs/1176/thumbnail.jp

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience