Virtual student services and social media increase the GPA and persistence of Tri-C students! That’s the data talking – check out the specifics below.
Did you know that Tri-Cs Title III grant created an ecosystem of support for online students that supported face-to-face students as well? eAdvising, eLearning Orientation, online tutoring and other services have increased the GPA of students participating and supported completion and success. Check out what virtual student services can do!
Tri-C leveraged a League for Innovation grant to explore the use of a Facebook App to improve student engagement. Student persistence and GPA improved. Of students who used the app (8,661 enrolled):
- “Active Users are 26% more likely to persist to the next semester compared to non-members of the App.
- Passive Users are 65% more likely to persist to the next semester compared to non-members of the App.” (Rios-Aguilar & Deil-Amem, 2014, p. 9).
The study was funded through the League for Innovation by the Gates Foundation with researchers from University of Arizona and Claremont Graduate University. In other words, it’s legit! Check out the presentation we shared at the Learning Summit 2014 in Phoenix, Arizona.
October 15, 2010
With the election weeks away, Fremd High School teacher Jason Spoor asked students in his government class, some of them first-time voters, to research local candidates vying for office.
They would have 15 minutes and one learning tool: their cellphone.
“If you are driving down the street and headed to vote, you don’t have a computer at the touch of a hand. You have a cellphone,” Spoor told his students last week.
The lesson would have been impossible in the past. But with cellphones tucked in the book bags and pockets of three-fourths of today’s teens, many high schools are ceding defeat in the battle to keep handheld technology out of class and instead are inviting students to use their phones for learning.
Under a teacher’s guidance, students might record themselves speaking a foreign language, text an answer to an online quiz or send themselves a homework reminder.
“It’s one of those things — if you can’t beat them, join them,” said Jill Bullo, principal of Wheaton North High School, which plans to review its policy this year.
Full article available at http://goo.gl/EgqAg
A new article from The Chronicle of Higher Education expands the debate on openness versus control in online learning. In it, Professor Stephen Downes of the University of Alberta shares his experience with a class of over 2300 students.
Online, Bigger Classes May Be Better Classes
Experimenters say diversity means richness
In his work as a professor, Stephen Downes used to feel that he was helping those who least needed it. His students at places like the University of Alberta already had a leg up in life and could afford the tuition.
So when a colleague suggested they co-teach an online class in learning theory at the University of Manitoba, in 2008, Mr. Downes welcomed the chance to expand that privileged club. The idea: Why not invite the rest of world to join the 25 students who were taking the course for credit?
Over 2,300 people showed up.
They didn’t get credit, but they didn’t get a bill, either. In an experiment that could point to a more open future for e-learning, Mr. Downes and George Siemens attracted about 1,200 noncredit participants last year. They expect another big turnout the next class, in January.
The Downes-Siemens course has become a landmark in the small but growing push toward “open teaching.” Universities such as the Massachusetts Institute of Technology have offered free educational materials online for years, but the new breed of open teachers—at the University of Florida, Brigham Young University, and the University of Regina, among other places—is now giving away the learning experience, too.
Full article available at http://bit.ly/bYNdFe
This is a great article to prompt some thought and discussion around the impact of the Internet/WWW on writing. I heard lots of comments from faculty and staff alike, about how students communicated very different today, as compared to past decades. Few people deny that there has been a shift, but is this shift a positive one? And, whether or not you may think that the Internet/WWW is having a positive or negative impact on writing, or more broadly communication, is there anything we can do about it? Check out this article and the comments on it.
How the Internet Changed Writing in the 2000s
By Kevin Kelleher
“In a famous passage from “Ulysses,” James Joyce recapitulates the development of the English language in 45 pages — from the archaic and formal (“Deshil Holles Eamus”) to the conversationally casual (“Pflaap! Pflaap! Blaze on”). Over the past decade, as more people have spent more time writing on the Internet, that same evolution has not only continued, it feels like it’s accelerated.
With so much discussion about how the Internet is changing journalism and media, there’s surprisingly little said about how writing itself has transformed. But it has changed in a dramatic if subtle way.”
Full article available at http://gigaom.com/2010/01/03/how-the-internet-changed-writing-in-the-2000s/.
September 1, 2009
How Web-Savvy Edupunks Are Transforming American Higher Education
Is a college education really like a string quartet? Back in 1966, that was the assertion of economists William Bowen, later president of Princeton, and William Baumol. In a seminal study, Bowen and Baumol used the analogy to show why universities can’t easily improve efficiency.
If you want to perform a proper string quartet, they noted, you can’t cut out the cellist nor can you squeeze in more performances by playing the music faster. But that was then — before MP3s and iPods proved just how freely music could flow. Before Google scanned and digitized 7 million books and Wikipedia users created the world’s largest encyclopedia. Before YouTube Edu and iTunes U made video and audio lectures by the best professors in the country available for free, and before college students built Facebook into the world’s largest social network, changing the way we all share information. Suddenly, it is possible to imagine a new model of education using online resources to serve more students, more cheaply than ever before.
“The Internet disrupts any industry whose core product can be reduced to ones and zeros,” says Jose Ferreira, founder and CEO of education startup Knewton. Education, he says, “is the biggest virgin forest out there.” Ferreira is among a loose-knit band of education 2.0 architects sharpening their saws for that forest. Their first foray was at MIT in 2001, when the school agreed to put coursework online for free. Today, you can find the full syllabi, lecture notes, class exercises, tests, and some video and audio for every course MIT offers, from physics to art history. This trove has been accessed by 56 million current and prospective students, alumni, professors, and armchair enthusiasts around the world. “The advent of the Web brings the ability to disseminate high-quality materials at almost no cost, leveling the playing field,” says Cathy Casserly, a senior partner at the Carnegie Foundation for the Advancement of Teaching, who in her former role at the Hewlett Foundation provided seed funding for MIT’s project. “We’re changing the culture of how we think about knowledge and how it should be shared and who are the owners of knowledge.”
Read full article at http://www.fastcompany.com/magazine/138/who-needs-harvard.html