Being a college student can be hard, especially for first-time students. We tend to think we will have everything together, but we are often wrong. We are starving for the learning we will experience in college, but we don’t quite have all of the study habits or knowledge about how to interact with our instructors that are necessary for us to grow.
The Collaborative has started a fellowship program for students to gain their critical input as the primary users of online learning tools. This input will help the Collaborative ensure our products address the needs of the people and communities most impacted by them.
A Framework for Designing Online Courses to Support Student Success. Online courses extend access to higher education but also place a significant burden on students to manage their own learning processes.
Scaling Evidence-Based Ed Tech in Postsecondary Education. The postsecondary sector presents distinct opportunities and challenges for ed tech developers and entrepreneurs looking to enter new markets. In this session, panelists representing entrepreneurial, investor, research, and educator perspectives reflect on strategies to scale adoption in postsecondary education and engage with researchers and practitioners to develop evidence-based products that meet customer needs.
Promoting Inclusive Strategies in Online CTE & STEM Courses: Practitioner-Focused Research Methods. Practitioner-focused research methods can address inequities in online teaching and learning. We presented two initiatives that engage postsecondary practitioners in designing ways to foster inclusive online instruction in CTE and STEM.
The COVID-19 pandemic gave college faculty and instructional support staff a crash course in online teaching and course design. Educators and students alike discovered certain benefits of online courses, but the shift to “online all the time” bore out the warning in past research that online learning—particularly asynchronous, self-paced courses that lack live interaction between faculty and students—puts more demands on students to manage their own learning and is associated with lower pass rates. The shift also revealed that many faculty have not been adequately prepared for the challenges of teaching and learning online, and that faculty often lack access to resources and institutional support for using technology effectively to foster student learning.
Calling all Institute of Education Sciences (IES)-funded researchers! Please join us at the Annual Principal Investigators Meeting, “Building on 20 years of IES Research to Accelerate the Education Sciences,” from May 16 to 18, 2023.
Perspectives from Nine Institutions on the Role of Self-Directed Learning Skills in Online Courses. The American Educational Research Association’s (AERA’s) virtual conference, “Interrogating Consequential Education Research in Pursuit of Truth,” from May 4 to 5, 2023.
Supporting Learning and Success in Online Courses: Early Insights and Updates from the Postsecondary Teaching with Technology Collaborative. In this webinar for Postsecondary Teaching with Technology Collaborative partners, members of the research teams share what we are learning about strategies for supporting student success and skill development in online courses and will provide updates on Collaborative activities, findings, and plans for the upcoming academic year.
Self-directed learning instruction as a tool for equity: A framework for improving student outcomes in online STEM courses. OLC Innovate – learn more about the research around supporting diverse students’ self-directed learning skills and mindsets and practical strategies embed these strategies into online courses.