In a paper published in the Proceedings of the National Academy of Sciences and developed by lead researchers at the University of Washington, which included Scott Freeman, Mary Wenderoth, Sarah Eddy, Miles McDonough, Nnadozie Okoroafor, Hannah Jordt, and Michelle Smith, findings about STEM courses utilizing the active learning model illustrated higher pass rates than courses using a traditional lecture model.
Education and technology have worked for the betterment of larger institutions and universities. The technology used by these institutions help to solve accessibility issues and are a way for both students and faculty to become acquainted, familiar, and experts with using technology for teaching and learning.
However, some smaller institutions, such as Deep Springs College, simply find the use of technology unsuitable for their specific types of studies, which include academics, involvement with a democratic governance, and a labor program. This brings up the question of whether technology is absolutely necessary for the success and quality of these institutions. Will technology always be a benefit, or is it how it can be applied to solve specific and unique problems that can only be found in certain smaller institutions?
The “flipped” classroom concept has been the leading innovative approach to redesigning the classroom for more effective teaching and learning. Since then, many people, including Pamela E. Barnett, associate vice provost and director of the Teaching & Learning Center at Temple University, have questioned the actual value and effectiveness of “flipped” classroom structures. Barnett offers her own reinterpretation of the “flipped” classroom with the “scrambled” or “mixed” classroom.
Just recently, a group of academics, venture capitalists, and entrepreneurs gathered at New York University’s Stern School of Business to discuss educational technologies and their effects on the future of higher education. A critical question was posed about the future of higher education as technology continues to play a crucial role in the accessibility and distribution of education: How will higher education and/or the notion of “college” change as platforms, such as MOOCs, become common for others to use as alternatives to the traditional classroom and campus environment?
Stepping in to learn more about what was discussed during the meeting, Issie Lapowsky, a writer for Inc.com, explains how, even though many posed opposing viewpoints on the topic of technology and higher education, all came to a consensus on the simple fact that higher education will have to be restructured and that the “status quo is not an option”, as stated by NYU’s President John Sexton.
Students enrolled in online courses often find it difficult to balance their academic, social, and occupational lives. As such, we at UWB LT have created this list of five key tips on how to be a successful digital learner.
You may find that these steps are also useful for being a successful traditional student, but they are especially critical for online students to succeed. (more…)