Blog

Part 1: How Can EdTech be a Tool for Equity?

In this first blog post of a multi-part series on conversations with edtech developers, researchers, and practitioners, the Collaborative’s principal investigator Rebecca Griffiths spoke with Meaghan Duff, vice president of programs at the Minerva Project, and David Yaskin, CEO coach and consultant at Ed Tech Coaching and founder of Starfish Retention Solutions, about whether and how digital learning products can be designed with equity at the center.

Blog Series: Scaling Evidence-Based Edtech in Postsecondary Education

The shift to online learning due to COVID-19 appears here to stay – with a lasting increase in the share of undergraduate students enrolled in online courses. Critical in these online courses is the use of technology. When used effectively, new edtech products can enhance the student experience and instructor effectiveness in a number of ways, including enhancing discussion board interactions, enabling multi-media interactivity, increasing the scaffolding of instruction and materials to meet student needs among many others.

Two New Publications Highlight Practical Examples of SDL Skill Support in Online Courses

With the huge growth in online courses since the start of the COVID-19 pandemic, faculty are increasingly aware that they need to adapt their teaching to the new environment of online instruction. But they may not know how to adapt and, in particular, how to support students’ skills in managing their own learning in online courses.

Improving Outcomes for Learners of All Ages: A Conversation with Louise Yarnall

From the classroom to the workplace, lifelong learners face a complex set of challenges.
In an increasingly tech-centered world, how can educators engage adult students and provide them with the practical and soft skills necessary to succeed in school and throughout their careers?

Lessons from Research: Centering Equity in Postsecondary STEM Education

Despite increasing attention to diversity, equity, and inclusion in postsecondary STEM education, the field continues to see gaps in the participation and success of historically marginalized students (e.g., due to race or ethnicity, gender, first-generation status, and especially intersectionality).

The Secret Sauce of Belonging, Engagement, and Help-Seeking: A Q&A with Carlton Fong

Carlton Fong, a professor of curriculum and instruction at Texas State University, has expertise in motivation, metacognition, and instructional design, with a focus on STEM courses. His work on student agency and how it helps students feel connected to college and motivates them to seek help.

Happy New Year from the Postsecondary Collaborative!

We at the Postsecondary Collaborative are extraordinarily grateful to our institutional partners and advisors for your work with us in 2023 to support faculty and students in online STEM courses. We thank you for your continued partnership and inspiration

Tips for EdTech Developers to Break Into the Postsecondary Market

Scaling evidence-based education technology (edtech) products in the postsecondary market is challenging. Developers need to figure out how to break into classrooms long dominated by commercial publishers – and how to attract funding when investors tend to focus on the much larger and less fragmented K–12 market.

Helping Your Students Not Just Survive but Thrive

During my first semester at Wake Tech college, I was not well acquainted with resources such as student success coaches, advisors, and tutoring services. However, once I became aware of them and started using them, I discovered how helpful they can be. New college students face a variety of challenges, and one effective way to overcome these hurdles is to seek help.

Why Interactive Learning is a Recipe for Student Motivation

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.