University instructors are achieving important academic milestones such as increased student engagement and improved grades due to lecture capture technology according to a Fall 2011 survey conducted by Tegrity, a unit of McGraw-Hill Higher Education. The survey polled nearly 300 instructors across 21 American universities using Tegrity Campus to record class time as well as supplementary course content. Instructors using Tegrity report an overall increase in course satisfaction due to a more focused, engaged and enthusiastic student body and also credit Tegrity with improving their students’ learning comprehension and grade performance. As a result of this academic success, more than 80 percent of the instructors polled committed to using Tegrity for future courses.
Lecture capture solutions enable professors to record lectures, supplemental materials and classroom discussion so that students can access them “anywhere, anytime, on just about any device,” ultimately providing a more flexible, efficient and effective learning experience. The instructors surveyed were drawn from a range of public and private two and four-year institutions across the U.S. Instructors used Tegrity to record traditional face-to-face teaching instruction or tutorials, recording as much as 100 percent of class time.
Across the survey findings, instructors reported that lecture capture had a significant impact on their course satisfaction and outcomes. The survey revealed:
- 60 percent of instructors believed Tegrity played an important role in helping students focus on important learning objectives
- 70 percent found student comprehension was improved
- Nearly half of the instructors polled felt student engagement and enthusiasm was improved
- More than half of the instructors using Tegrity experienced an improvement in student grades
- 70 percent of the instructors surveyed said that using Tegrity increased their own overall satisfaction with the course
Often with new technology or classroom procedures, instructors are challenged to find more time in their day to integrate the new tools. However, the survey results conclude that the majority of the instructors did not have to invest any additional time or change their pedagogical approach or classroom routine if they didn’t want to when using Tegrity. In fact, three out of four respondents agreed that using Tegrity didn’t require them to make any changes to their course pedagogy and that it helped enhance the effectiveness of their existing programs. Almost 80 percent of the instructors surveyed stated that Tegrity made them a better teacher and four out of the five instructors committed to using Tegrity again for future courses.
“Surveys consistently show the benefits of lecture capture for students, but few have focused on the impact on instructors. These results clearly demonstrate the fact that instructors significantly benefit from the use of Tegrity, without being forced to change their style of teaching,” said Michael Berger, senior director of Tegrity. “At the same time, for instructors looking for new approaches, Tegrity has opened up new instructional possibilities through flipped classrooms and other cutting-edge pedagogies that can provide a more satisfying learning experience as well as improved outcomes.”
Download the full Tegrity Fall 2011 instructor survey
Published May 22, 2012
William G. Bowen, Matthew M. Chingos, Kelly A. Lack & Thomas I. Nygren
Online learning is quickly gaining in importance in U.S. higher education, but little rigorous evidence exists as to its effect on student learning outcomes. In “Interactive Learning Online at Public Universities: Evidence from Randomized Trials,” we measure the effect on learning outcomes of a prototypical interactive learning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine-guided instruction accompanied by one hour of face-to-face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3-4 hours of face-to-face instruction each week).
We find that learning outcomes are essentially the same—that students in the hybrid format “pay no price” for this mode of instruction in terms of pass rates, final exam scores, and performance on a standardized assessment of statistical literacy. These zero-difference coefficients are precisely estimated. We also conduct speculative cost simulations and find that adopting hybrid models of instruction in large introductory courses have the potential to significantly reduce instructor compensation costs in the long run.
Full Text: Interactive Learning Online at Public Universities: Evidence from Randomized Trials | Ithaka S+R.
Aiham C. Korbage, MD, Harprit S. Bedi, MD
Department of Radiology, Tufts Medical Center, Boston, Massachusetts
Journal of the American College of Radiology
Volume 9, Issue 6 , Pages 426-429, June 2012
The authors hypothesized that ownership of a mobile electronic device would result in more time spent learning radiology. Current trends in radiology residents’ studying habits, their use of electronic and printed radiology learning resources, and how much of the funds allotted to them are being used toward printed vs electronic education tools were assessed in this study.
A survey study was conducted among radiology residents across the United States from June 13 to July 5, 2011. Program directors listed in the Association of Program Directors in Radiology e-mail list server received an e-mail asking for residents to participate in an online survey. The questionnaire consisted of 12 questions and assessed the type of institution, the levels of training of the respondents, and book funds allocated to residents. It also assessed the residents’ study habits, access to portable devices, and use of printed and electronic radiology resources.
Radiology residents are adopters of new technologies, with 74% owning smart phones and 37% owning tablet devices. Respondents spend nearly an equal amount of time learning radiology from printed textbooks as they do from electronic resources. Eighty-one percent of respondents believe that they would spend more time learning radiology if provided with tablet devices.
There is considerable use of online and electronic resources and mobile devices among the current generation of radiology residents. Benefits, such as more study time, may be obtained by radiology programs that incorporate tablet devices into the education of their residents.
Full Text: Mobile Technology in Radiology Resident Education.
Over the last 8 years, Facebook has played a pivotal role in higher ed. While it’s beginning was just with current college students, Facebook now plays an influential role in a student’s transition from their high-school network and into their new college community.
In a recent sample of 163 colleges we found 50% of them are using a Class of 2016 community to allow students to meet one another, ask questions, and discuss life before they step foot on campus.
While this is a best practice for universities looking to build community and improve yield, rarely do we hear exactly what students are talking about, which conversations are most engaging, and how the medium affects the message.
In order to shed light on these qualitative aspects, we analyzed a dozen Facebook Pages and Groups for the incoming Class of 2016 at private universities in the U.S.
Full Text: New Class of 2016 Facebook Page and Group Analysis | .eduGuru.
Blended Learning Technology: Understanding the Impact on Pedagogy and Student Learning
2012 Call for Submissions is Now Open: Submit Your Application by June 29, 2012
This year’s challenge is to demonstrate the transformative value of Echo360’s blended learning solution on higher education. The Blended Learning Grants program has generated many outstanding studies surrounding the impact of lecture capture technology on blended learning, including its influence on recruitment, retention and learning outcomes. But there is still plenty of research to do!
This year, Echo360 will be offering six US$10,000 grant awards, including an inaugural Newcomer’s Grant Award which will be set aside for a selected proposal from an institution that has been using Echo360’s lecture capture solution for two years or less. The Community Grant Award will fund a research project selected by the higher education community. To select the Community grant, Echo360 will publish proposal summaries online and the recipient will be determined by majority vote from fellow senior researchers, technologists and others involved in their institutions’ blended learning technology programs.
Echo360 believes in the power of blended learning to enhance the teaching and learning process for both instructors and students and are committed to engaging with the international community who use lecture capture technology as part of their blended learning model.
Originally launched in 2009, and now in its fourth year, it is the first research program of its kind.
More Info: Blended Learning Grants Program | Echo360.
5th International Conference of Education, Research and Innovation
19th, 20th and 21st of November, 2012.
Abstracts submission deadline: July 19th, 2012
You can submit your abstract at www.iceri2012.org/submit
ICERI2012 is an annual meeting point for lecturers, researchers, technologists and educators from all fields and disciplines. It will be an excellent opportunity to present your projects and experiences and meet other colleagues from all parts of the world.
The attendance of more than 700 delegates from 70 different countries is expected.
There are 3 presentation modalities: ORAL, POSTER and VIRTUAL.
The deadline for abstracts submission is July 19th 2012 (included). You can submit it at www.iceri2012.org/submit
Two ISBN publications (ICERI2012 Abstracts CD and ICERI2012 Proceedings CD) will be produced with all accepted abstracts and papers. Accepted contributions will also be included in our Digital Library database of Education and Research innovation projects.
In addition, you will be able to enjoy the beautiful and attractive city of Madrid, its enormous cultural richness and unique gastronomy.
We look forward to seeing you in Madrid!
ICERI2012 Technical Secretariat
This bulletin provides an overview of the current state of mobile learning in higher education, speculates on future directions, and suggests questions that educators might ask of themselves and their institutions in preparation for the onset of mobile education. Ignoring mobile learning is not an option when it has already begun to show a strong potential to disrupt existing pedagogical infrastructure, including that of online education. It is up to those in higher education to adapt this freewheeling trend to best serve the core mission of educating students.
Citation for this Work: Rick Oller. “The Future of Mobile Learning” (Research Bulletin). Louisville, CO: EDUCAUSE Center for Applied Research, May 1, 2012, available from http://www.educause.edu/ecar.
Full Text: The Future of Mobile Learning | EDUCAUSE.
Ravitz, J., Hixson, N., English, M., & Mergendoller, J. (2012). Using project based learning to teach 21st century skills: Findings from a statewide initiative. Paper presented at Annual Meetings of the American Educational Research Association. Vancouver, BC. April 16, 2012. Available: http://www.bie.org/research/study/PBL_21CS_WV
In 2008, the West Virginia Department of Education launched a major initiative to provide teachers with professional development in PBL. This initiative was intended to improve learning outcomes across the state and to help teachers prepare students for 21st century skills.
After three years of extensive professional development, including week-long summer institutes, BIE and the West Virginia Department of Education, Office of Research surveyed teachers who used PBL with extensive professional development and a similar group of matched teachers, to address the following research questions.
Do teachers who have used PBL with extensive professional development teach and assess 21st century skills to a greater extent than teachers who have not had similar professional development or do not use PBL?
How is PBL use and teaching of 21st century skills influenced by other variables — such as subject and grade, class achievement level, block scheduling, etc.?
Results are useful in clarifying measures of 21st century teaching, describing how these practices vary, and showing how they relate to PBL use.
This study seeks to determine the effect of project based learning (PBL) professional development and implementation on teachers’ perceived ability to teach and assess 21st century skills. At the end of the 2010-2011 school year, data on teaching practices and perceptions were systematically gathered and compared from two groups of teachers matched by demographics, grade and subject: teachers expected to have utilized PBL after extended professional development (44) and teachers who had not received the professional development or not expected to have used PBL (42). Teachers who used PBL and received extensive professional development reported more teaching and assessment of 21st century skills overall, with similar patterns seen within subjects and for nearly all of the measured skills.
This paper was presented at Annual Meetings of the American Educational Research Association. An official report from WVDE including more technical information on sampling is being developed. Additional analyses (not yet available) will focus on statewide standardized test scores as they relate to PBL use.
The survey measures of 21st century skills teaching were highly reliable (all alpha > .90) and are available by request for use in other studies.
Download pdf: AERA paper
Via: Using PBL to Teach 21st Century Skills: Findings from a Statewide Initiative in West Virginia | Research | Research | Project Based Learning | BIE.
This Ithaka S+R report is a landscape review of important developments in online learning today. It is the first in a series that will provide leaders in higher education with lessons learned from existing online learning efforts to help accelerate productive use of these systems in the future. The goal of this research was to understand what benefits colleges and universities expect from online learning technologies, what barriers they face in implementing them, and how these technologies might be best shaped to serve different types of institutions.
Even though there are many “online courses” in existence today, the environment for systems that support interactive learning online (ILO)—those that are full-featured and used by teaching institutions to assist in the effective delivery of credit-bearing courses—is at a very early stage of development. Ithaka S+R worked with leaders, administrators, faculty members, and other key stakeholders to investigate the potential for the use of these delivery systems.
Two important findings came out of this work: 1. the need for open, shared data on student learning and performance that are created through ILO; 2. the need for investment in the creation of sustainable and customizable platforms for delivering interactive online learning instruction. We hope this report will help to stimulate discussion and planning among leaders on these important topics.
This study complements Ithaka S+R’s Online Learning in Public Universities research project, which is testing the effectiveness of interactive online learning systems, and builds on Ithaka S+R’s experience with open courseware initiatives such as those profiled in Unlocking the Gates.
Barriers to Adoption of Online Learning Systems in U.S. Higher Education
Full Text: Ithaka :: Barriers to Adoption of Online Learning Systems in U.S. Higher Education.
E-learning and higher education: understanding and supporting organisational change (April 2012)
Stephen Marshall – Victoria University of Wellington
This project describes the successful application of the e-Learning Maturity Model (eMM) to monitor and support organisational change in 4 New Zealand tertiary organisations and includes case studies from 4 different types of tertiary organisations > find out more
2016 scenario guide to effective tertiary education in New Zealand (April 2012)
Professor Niki Davis – University of Canterbury, with Dr Andrew Higgins, Dr Bill Anderson – University of Otago, Associate Professor Gordon Suddaby – Massey University
Pinelopi Zaka – University of Canterbury
This project invites you to consider contrasting scenarios for tertiary education in 2016. An interactive web resource gives information about 4 scenarios. You can contribute your thoughts to the discussion forums or use the information to inform organisational planning > find out more