Online Learning Update

by Cathy Bates and Cheryl Washington, EDUCAUSE Review

IT risk is a business issue that the institution must address from a strategic perspective — IT cannot be the only entity addressing IT risk. Institutional leaders are in a better position to understand broad categories of IT risk that might impact the institution as a whole, as opposed to granular operational risks. A register listing IT risks at a strategic level can serve as a starting point for discussions with institutional leaders.

http://er.educause.edu/articles/2016/7/thinking-about-it-risk-strategically

by Ethan Miller, EDUCAUSE Review

I’m an English as a second language teacher, and a new one at that. I’ve noticed an interesting trend among my students: They all have smartphones and prefer to chat with me about their problems over Facebook messenger, Skype, and WhatsApp rather than raise their hands during class. I found this rather odd at first, but am now used to it. Gradually, I also noticed that my students perform better and find it easier to understand topics by doing additional research online. I was impressed by their ability to research and their eagerness to know more when they have access to a world of digital resources at their fingertips. As a student myself not all that long ago, I could understand this behavior and considered giving online lessons a try. When I brought up the idea with my students, they were excited to try the experiment. It took me two weeks to prepare the lessons and set up a private classroom using Wistia, a video hosting platform. And then, finally, came the day of my first live online class.

http://er.educause.edu/blogs/2016/7/online-learning-rocks

by Standard Digital

“Registration numbers show that the demand for flexible learning is here to stay. The positive and inspiring feedback from learners registered onto the courses tells us that students have not only been waiting for this type of course, they are eager to have the tools which will allow them to retrain for a new career or increase their knowledge.” ACCA-X is supported by online tutors who guide learners through exciting and interactive content that is designed to support individuals gain financial literacy skills. ACCA believes in flexibility to enhance access to the profession which is one of the main reasons why ACCA-X was developed. It also supports wider policy efforts to narrow the employability gap through e-Learning and enhance productivity. Reza Ali concludes: “The courses have been designed to meet the changing needs of students with career ambitions and demanding lifestyles. We are proud to be able to offer an innovative way of learning that ensures through global delivery.

http://www.standardmedia.co.ke/article/2000209888/online-learning-programmes-reach-wider-audiences-says-acca

By Jordan Friedman, US News

For the most part, students in online degree and certificate programs are learning on their own. There’s no pressure to show up to a physical classroom filled with other students and an instructor, for example, and many online learners need to complete their coursework and attend live sessions around a full-time job and family obligations. Here are some ways online students can become self-motivated learners in their online education program. Prospective students should remember these tips to both aid them when completing their applications and understand what might be expected of them to succeed as they decide whether online learning is a good fit.

http://www.usnews.com/education/online-education/articles/2016-07-25/develop-self-motivation-skills-before-starting-online-courses

By Jarrett Carter, Education Dive

A faculty research study from the University of California Riverside reveals trends between student engagement and cheating in online learning. According to the study, distance learning students who feel good about their learning experiences, knowledge gained are less likely to cheat, even if outside information is readily accessible. Students are more likely to cheat if given excessive amounts of assignments, or if question composition is not clear.

http://www.educationdive.com/news/study-increased-student-engagement-reduces-likelihood-of-cheating/423180/

By Jarrett Carter, Education Dive

Liberal arts remain at the center of necessary leadership development and communication skills. Liberal arts and sciences are not an outdated element of training standing in the way of the nation’s science and technology imperatives. Rather, they are the concrete foundation of global connectivity in communication, leadership, innovation and enterprise. That is the case which will be made in a forthcoming report produced by the Education Advisory Board. The report, “Reclaiming the value of liberal arts for the 21st century,” makes the case for institutions establishing stronger connections between traditional majors in the arts and professional disciplines, and encourages more effective marketing of liberal arts opportunities and successes. Set for release next month, the report discusses the changing landscape of higher education.

http://www.educationdive.com/news/why-tech-industries-are-demanding-more-liberal-arts-graduates/423093/

by US Dept of Ed

The U.S. Department of Education today proposes regulations that seek to improve oversight and protect more than 5.5 million distance education students at degree-granting institutions, including nearly 3 million exclusively online students by clarifying the state authorization requirements for postsecondary distance education. To ensure that institutions offering distance education are legally authorized and monitored by states, as required by the Higher Education Act, the proposed regulations clarify state authorization requirements for institutions to participate in the Department’s federal student aid programs. The proposed regulations also address state and federal oversight of American colleges operating in foreign locations worldwide.

http://www.ed.gov/news/press-releases/education-department-proposes-rule-state-authorization-postsecondary-distance-education-foreign-locations

By George Lorenzo, EdSurge

Michael S. Conner, digital liberal arts specialist at Grinnell College, Conner tells EdSurge how the use of adaptive-learning tools offers extraordinarily promising results for more personalized learning and teaching experiences. However, “there is just not a lot of time for faculty members to explore using this, especially when the payoff is not guaranteed, and it (time put in for development) is not going to be considered as far as their performance and/or promotions reviews.” According to Karen Vignare, former vice provost at the University of Maryland University College (UMUC), the prospects for launching a successful adaptive learning and teaching environment requires the development of a solid learning plan, with faculty input; top-notch instructional design support; the utilization of subject matter experts; an appropriate amount of relevant course content, which oftentimes can come from open educational resources; and an understanding of learning technology interoperability.

https://www.edsurge.com/news/2016-07-21-failing-forward-with-adaptive-learning-in-higher-ed

By Bradley Fuster, US News

Don’t hit the “submit” button when angry, or you may regret it. Did you ever send an email or submit a discussion forum post that you wish you could take back? Most people have. As a result, an online classmate or professor may misinterpret sarcastic jokes, puns and innuendos. Before taking an online class for the first time, it’s wise to familiarize yourself with Internet etiquette, or “netiquette.” Many online programs include this information as part of orientation. Arizona State University tells ASU Online students on its website, “Netiquette, a social code that defines ‘good’ online behavior, is something to keep in mind during your online course interactions. Writing may be the only means of communication you have with classmates and instructors, so it is especially important to do this effectively.”

http://www.usnews.com/education/online-learning-lessons/articles/2016-07-22/5-tips-to-interact-sucessfully-with-professors-students-in-online-courses

by Justin Brusino, ATD

For starters, Ethan lays out some basic aspects of a quality e-learning course. Surprisingly, the key elements are the same as traditional, face-to-face training. There is a specific outcome that is clear to the learner, and information is provided to help the learner achieve some specific goal. The design still needs to be learner-centric, “where the learner is driving the process, and it adapts to differences in the learner,” he says. More importantly, he explains that the challenge the learner is engaged in needs to have meaning. Sounds simple, right? The problem with most e-learning courseware, according to Ethan, is that designers get caught up in the media. Meanwhile, on the end of the spectrum, subject matter experts are applying pressure on designers to “just present content”—a lot of content. Consequently, too much e-learning—and training, for that matter—is presented like a trivia contest. What’s more, Ethan reminds, that “reading or listening to content without purpose is one of the most dull things in the universe.”

https://www.td.org/Publications/Blogs/Learning-Technologies-Blog/2016/07/How-to-Make-Elearning-so-People-Really-Learn-QA-with-Ethan-Edwards

by Software Development Times

Developers have another option for learning new professional skills with today’s release of Mapt, an online learning platform built for developers and development teams. Packt is a U.K. company that delivers learning and information services to IT professionals, and Mapt covers a range of topics to help developers fill in knowledge gaps and stay up to date on the latest technologies and skills. Some areas covered include data science, game development, security, frameworks, methodologies and languages. Developers use Mapt to select their “dream job,” or just the skills they want to master, like building websites or creating machine learning systems. The materials and resources on Mapt were created by developers, and it draws from Packt’s library of more than 4,000 books, e-books and videos.

http://sdtimes.com/new-online-learning-platform-mapt-fills-developers-skill-gaps/

BY KAVITA IYER, TechWorm

Does ever the thought of your personal details lying unsafe online cross your mind? Have you ever thought of how to keep your personal data secure online? At some point of time, these questions do cross everyone’s mind at one point or the other. With hacking and data breaches on the rise, internet and information safety is hugely important. As our lives increasingly depend on digital services, the need to protect our information from being maliciously disrupted or misused is really important. For instance, if your credentials are stolen, there is very little you can do to stop their resale and reuse. However, there are plenty of free online resources designed to teach you about basic information security techniques that can keep yourself safe from criminals who could use them against you. Even though your credentials may be stolen, you can definitely lessen the potential damage that is caused.

http://www.techworm.net/2016/07/5-free-cyber-security-courses-will-keep-safe-online.html

by UN News Centre

The United Nations department providing logistical support to field missions announced today the launch of a new mandatory online programme for all uniformed and civilian personnel to strengthen training on the standards of conduct, with a special focus on sexual exploitation and abuse. The programme is part of the UN’s wider effort to implement a series of corrective and preventive measures, following a number of allegations of such misconduct, including within the ranks of its peacekeepers. “The new e-learning programme is an important step in reinforcing our prevention efforts against misconduct by UN personnel,” said Under-Secretary-General for Field Support Atul Khare in a memo issued to journalists by the UN spokesperson’s office.

http://www.un.org/apps/news/story.asp?NewsID=54535#.V5T-yUsrLow

by Darrell Etherington, TechCrunch

Now you, too, can become a self-driving vehicle engineer, in one year, using Udacity’s newly announced nanodegree (via Recode). Udacity is the online education startup helmed by Sebastian Thrun, a former Google employee who actually helped kick off that company’s self-driving car program before leaving to found his own venture. Thrun’s expertise should help ensure that Udacity’s program has solid educational substance, and Udacity’s nanodegree program (like a condensed, self-directed diploma) in general gets high praise from the likes of Google, which is a partner for some programs. This self-driving car program takes a bit longer than the average nanodegree, which is typically in the range of a few months. But becoming a self-driving car engineer should logically require more time than learning to build your own “Hello World!” iOS or Android app.

https://techcrunch.com/2016/07/21/udacity-self-driving-car-nanodegree/

by DAVID McCURRY, Greenville Online

In South Carolina there are now more options for completing an associate’s or bachelor’s degree. Our regional colleges and universities have expanded evening, weekend and online offerings for students who do not fit the definition of the “traditional” 18-year-old high school graduate. Online courses – when designed well and taught by instructors and professors trained in effective methods for this type of learning – are a good alternative to traditional types of education. Many professors have reported, for example, that students’ participation in discussions increase in their online courses compared to their traditional classrooms. Some students, who may be reluctant to speak out in class, find their voice in writing and make their thoughts known in online discussions. More faculty have embraced this “virtual” classroom and excel at providing rich learning experiences for their students.

http://www.greenvilleonline.com/story/opinion/contributors/2016/07/17/commentary-finish-your-degree-online/87027526/

By Nira Dale, EdSurge

It’s no secret that kids learn better when teachers provide learning activities that keep them engaged. Teachers work tirelessly to plan engaging lessons that capture and keep the interests of their students, thereby making content more accessible. However, teachers continue to feel the daunting pressure to compete for their students’ attention amidst the ever-evolving and rapidly-hanging mass media, social media, and entertainment industry, as these elements do a stellar job of keeping students highly engaged outside of the classroom.

https://www.edsurge.com/news/2016-07-21-why-instructional-design-must-focus-on-learning-outcomes-not-learning-activities

by Learninghouse

The report found that online college education has expanded access to students who previously might not have attended; this was primarily due to issues around time and finances. Of note, 50 percent of online college students reported that they “would not,” “probably would not,” or were “unsure” whether they would have pursued higher education had their program not been offered online. The researchers also found that potential students are choosing their schools faster, and limiting the number of institutions they consider, with many selecting the first program that engages with them. The expectation of rapid communication translates to all materials they submit, including those related to financial aid and transfer credit eligibility. The research also found that awareness of alternative pathways — including massive open online courses, micro degrees and bootcamps — is low; 66% of those surveyed reported either “no knowledge” or “minimal knowledge” of these options.

http://www.marketwired.com/press-release/new-research-from-learning-house-aslanian-market-research-debunks-online-college-student-2143911.htm

By Michael Hart, Campus Technology

New research into the demographics of online college students found 50 percent of them would probably not choose to attend classes on a physical campus. Half of higher education students taking advantage of online instruction said in a survey they either would not or were not sure they would attend live courses even if they were available to them. That’s according to the fifth annual survey by Learning House and Aslanian Market Research on the demographics of students who are pursuing online college degrees. This year’s study, entitled “Online College Students 2016: Comprehensive Data on Demands and Preferences,” found that while online courses were the only option for half of students, 90 percent of students who had taken live on-campus courses said they either prefer online courses or found them just as satisfying.

https://campustechnology.com/articles/2016/07/20/half-of-online-students-would-not-opt-for-live-courses.aspx

by Suzanne Baker, Naperville Sun

More than 900 students from Indian Prairie District 204, Naperville District 203 and Wheaton Warrenville District 200 are participating in the first session of an online learning consortium known as eLo, or Expanding Learning Opportunities. Neuqua Valley junior Diego Hernandez took an American government class in June and still had time to sightsee around Germany, where he was visiting for the month. He was one of 917 students from Indian Prairie District 204, Naperville District 203 and Wheaton Warrenville District 200 participating in the first session of an online learning consortium known as eLo, or Expanding Learning Opportunities. The consortium touts that its courses are taught by teachers in the three districts with the same rigor as students experience in the school year.

http://www.chicagotribune.com/suburbs/naperville-sun/ct-nvs-online-school-benefits-st-0720-20160719-story.html

By Bill Hicks, BBC

South Africa is producing online courses to sell back to the US and Europe. Founders, brothers Rob and Sam Paddock, are part of a new breed of academic entrepreneur. The company grew out of a project to help their father, a property lawyer who lectured at the University of Cape Town, to extend his teaching to professionals who had no chance of attending lectures. They were aware of a massive hunger among African professionals for expert, high-quality “up-skilling” – especially in fast-changing fields of IT, commerce, law and accounting. “We talked to UCT [University of Cape Town]. It was hard work convincing them but eventually they agreed to run a trial,” said Rob Paddock. The pilot short courses they developed were marketed under the UCT banner, and provided successful students with a certificate from one of Africa’s top higher education institution. The results for those first students were “so good that the UCT people said, let’s do more”.

http://www.bbc.com/news/business-36796998

by Barnes & Noble College, Education Dive

But after a brief conversation with Mary Ellen Deutsch, the time-crunched second year student, talk soon shifts to family, a house on Chicago’s North Shore and the pressures of the job as an HR executive. It also includes her participation in the part time EMBA program at The Kellogg School of Management at Northwestern University. “It didn’t require a lot of thought,” says the ‘forty-something’ Deutsch. “I just saw this as a window, as a good time — probably the only time I would be able to get back to college and finish up my education,” she says. Increasingly, students like Deutsch are becoming the norm in a bid for better jobs, better salaries and career advancement. These nontraditional students have little in common with their 18-21 year-old counterparts, as they weave widely differing lifestyles, incomes and age groups with their motivation for further education. As an important emergent group, they are becoming the future of higher education.

http://www.educationdive.com/news/college-research-initiative-is-anything-but-traditional/422790/