Online students’ ability to collaborate with peers may lead to increased learning and positive attitude toward their learning. Given a need for more theoretical and practical work in this area, we sought to compare differences between high and low-collaboration groups in an assignment to determine if higher levels of collaboration lead to higher levels of semantic writing. We explored how the use of collaboration strategies in group work through the use of online tools impacted the ideas generated while participating in a group project as compared to an individual project. We sought to compare the degree of document sentiment between the two groups. For total generated themes, the low collaboration group developed significantly more themes than the high collaboration group. The high collaboration group yielded 349 more facets than the low collaboration group with 50% of the facets being unique between the two groups. We found neutral document sentiment in both groups overall.
Web 2.0 technologies, such as blogging, allow for locally developed, cost-effective, and holistic alternative portfolio assessment systems. By enhancing critical reflection and fostering social interaction, blogging portfolios or bPortfolios become integral formative and summative assessment tools for all teacher education students enrolled in a university program. Blogging platforms such as WordPress.com are free to use […]
(Keynote address from the 2015 NWACC IT Roundtable) University IT staff are committed to helping faculty integrate technology into their instruction. EDUCAUSE’s 2015 Top IT Issues lists “optimizing the use of technology in teaching and learning in collaboration with academic leadership, including understanding the appropriate level of technology to use” (Grajek, 2015, p. 12) as […]
The Spring Edcamp Puget Sound was held at the Puget Sound ESD on Saturday, May 16, 2015. An Edcamp is an opportunity for teachers at all levels to come together to discuss ideas about teaching and learning that can help improve their practice. Think of it as a free day of professional development for teachers where they get […]
Online students’ ability to self-regulate led to focused attention and time on-task. Given a need for more theoretical work in this area, as well as the potential practical benefits, we sought to compare differences between high versus low-collaboration teams in an online assignment to determine if higher levels of student-to-student collaboration lead to higher levels […]
Faculty from the SOE, SPFC, and SBGE, along with SOE grad students and an undergrad psychology major working in ETM collaborated on a study that was recently published in the Online Learning Journal. The study was a product from a year-long faculty learning community project sponsored by CSFD and ETM. The study explored how the use […]
The Digital Education Leadership program at Seattle Pacific University has used Google Classroom as a learning management system (LMS) since it became available in September 2014. Faculty enjoy the ease of use and students enjoy learning with a platform they can use with their own students. Participants in this session will learn: 1) Research-based practices for […]
What should instructors do when students ask about the role of games in online learning? Teach a gamified course? Yeah, right. During this session participants will learn about successes and challenges experienced by a game-based learning newb through the gamification of a blended online course.
Here are ten innovations we are using in Seattle Pacific University’s Digital Education Leadership MEd. Our goals include: creating an authentic learning environment, promoting high levels of student-to-student and student-to-instructor interaction, and making the degree affordable. You can learn more about the program at http://spu.edu/digital-ed. 10 Innovations of SPU’s Digital Education Leadership MEd – Created […]
A Faculty Learning Community (FLC) comprised of six professors representing different disciplines came together to study, develop, and teach blended learning courses. As an FLC, the researchers sought to evaluate student per- ceptions of the blended learning courses, measured using the Community of Inquiry (CoI) survey, and how these differed across the courses taught. In […]