Open Educational Resources (OER) in higher education have the potential to triple in use as primary courseware over the next five years, from 4 percent to 12 percent, according to a survey of more than 500 faculty by Cengage Learning.
As we continue our ongoing series focused on the flipped classroom in higher education, it’s time to tackle another frequently asked question: “How can I flip a large class?” I like this question because it’s not asking whether you can
As the higher education community continues to work to create a more inclusive learning environment, the needs of our gender-variant students are too often overlooked. This article outlines a few ways faculty can create an atmosphere that supports trans-identified and
An annual survey on video in higher education found that more than half of the institutions who responded now use a video solution integrated into their Learning Management System. The figure is up 6% from 46% last year. In addition,
Higher education issues have been one of the hot topics of the current presidential race, with candidates touching on reducing student loan debt and improving college access. However, what has rarely come up is whether or not college is even
Shortly after 2000, higher education institutions started transitioning from paper and pencil student-rating forms to online systems. The online option has administrative efficiency and economics going for it. At this point, most course evaluations are being conducted online. Online rating
Thirty years of research in the scholarship of teaching and learning in higher education have demonstrated that when students are engaged in the classroom, they learn more (Pascarella and Terezini 1991, 2005). Classroom discussion is likely the most commonly used
“Squat! Squat! Squat! Higher! Faster!” In the basement of the Duane Physics and Astrophysics building at the University of Colorado Boulder, a science demonstration is going on — but it looks more like a vaudeville act. One by one, students
Evidence-based teaching seems like the new buzzword in higher education. The phrase appears to mean that we’ve identified and should be using those instructional practices shown empirically to enhance learning. Sounds pretty straightforward, but there are lots of questions that
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