What are the key components of highly personalized, mastery-based blended learning? Why make the shift and what does it take to implement and scale? Look at specific teaching and learning practices or take a high-level view of the basics.
This collection of publications comes from The Digital Media and Learning Research Hub, which is dedicated to advancing research in the service of a more equitable, participatory, and effective ecosystem of learning keyed to the digital and networked era.
The findings presented here are derived from (a) a systematic search for empirical studies of the effectiveness of online learning and (b) a meta-analysis of those studies from which effect size that contrasted online and face-to-face instruction could be extracted or estimated. A narrative summary of studies comparing different forms of online learning is also provided.
In this video, Ryan Baker describes gaming the system: students’ attempts to get through material in an online or blended learning system without learning. Dr. Baker explains why gaming the system is even worse for learning outcomes than off-task behavior. He shares interventions that ed-tech developers can use to address off-task behavior such as alerting teachers to gaming, requiring students who game to do more work, and incorporating metacognitive messages to help students understand why gaming is harmful to their learning.
Working collaboratively with experts in the field, iNACOL publishes reports and related resources on key topics and tough issues that equip and empower educators and leaders to catalyze and scale personalized, next generation learning models.
The Cooney Center catalyzes change by disseminating research that informs the national debate, stimulating investment in effective reforms. It does so through its publications on timely topics, including the landscape of children’s interactive media, mobile learning, and the debates over media multitasking.
This exploratory study examines differences in K-12 educators’ use of technology for instruction across school economic factors. Our findings support the existence of a Second-Level Digital Divide. The study also identifies a need for access to technology facilitators, as well as in-service training for practicing teachers on how to use technology to promote higher-order thinking skills.
CIRCL gathered 22 scientists to report on emerging research-based designs, ideas, and progress related to cyberlearning (research projects that investigate emerging technology and emerging learning sciences)
Online courses have the potential to improve instruction at every level of education. Adaptive online courses can allow students to learn at their own pace, with material adjusting to fit the needs of both advanced and remedial learners. Online courses can also open up more curricular offerings in schools that lack specialists, such as those in rural areas.
This summerizes the argument that students need access to broadband internet in order to prepare for life-long learning skills that will be needed as careers require adeptness with computers, mobile devices, and the Internet; experience working with digital resources, real-time and asynchronous collaboration in diverse geographies; and creation of digital artifacts such as documents, videos, e-mail and more.