Learning Online: What Research Tells Us About Whether, When and How

At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use.  Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts.   Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.

Learning Online

Computers & Technology

MURPHY, ROBERT

Means, Barbara

Bakia, Marianne

Software

Routledge

At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.

Education & Teaching

Schools & Teaching

The Connected School: Technology and Learning in High School

Take an intimate look at six technology-using high schools and gain useful insight regarding how computer and Internet technology can best support teaching and learning. 
The Connected School offers school administrators, leaders, and teachers a behind-the-scenes look at what happens when a school becomes "connected," not just in terms of computers and networking but in terms of teacher collaboration and support as well. Based on the real life experiences of six "connected" schools, the authors make a compelling case for the appropriate use of technology and show how it can greatly enhance students' learning experiences and further their educational goals, even in challenging urban settings.

Penuel, William R.

Padilla, Christine

Jossey-Bass

The psychology of thinking has traditionally been in the business of making comparisons between different groups of people. On the whole, these comparisons have rendered a substantial body of knowledge; but all too often, they have suffered the pitfalls of faulty organizational logic and unfounded or invidious conclusions. In this extraordinarily clear and critical introduction, Michael Cole and Barbara Means Jay out the problems involved in comparing how people think. They show, for example, how variables confounded with the constitution of two groups can lead to the wrong interpretation of group differences. More subtly, they demonstrate how cognitive differences between groups can destroy the equivalence of the tests used to make comparisons. They also discuss the unfortunate way that observed differences between groups have led to prejudicial interpretations in which mental differences are transformed into mental deficits.  Cole and Means illustrate all these problems with a rich variety of examples drawn from the research literature in comparative cognition. Because they use real examples. Cole and Means offer much more than the usual banal remedies for improving research design. Instead of merely telling the student to run the right control groups, for example, they show how theory enters into the selection of appropriate controls and how atheoretic comparative work can easily run amok.  It is a rare event when seasoned researchers take time to tell the novice how to avoid the problems of previous research. Comparative Studies of How People Think provides just such an event.

Comparative Studies of How People Think: An Introduction

Health, Fitness & Dieting

COLE, MICHAEL

Psychology & Counseling

Harvard University Press

Penuel, Bill

Computer Science

Technology & Education Reform: Studies of Education Reform

Olson, Kerry

Diane Pub Co.

* How do I organize project-based learning in my classroom? * How do I ensure projects address curriculum standards? * What can I do to maximize the benefits my students get from using technology? * How do I prevent technology problems from eclipsing learning goals?
This book answers teachers' questions about enhancing student achievement through project-based learning with multimedia. It's a guide for anyone interested in helping students produce multimedia presentations as a way to learn academic content. Weaving together the perspectives of teachers, researchers, and staff of the award-winning Challenge 2000 Multimedia Project and the WEB project, the authors address teaching and learning issues central to successful technology projects, such as assessment, subject-area learning, and connecting to the real world.
Increasing Student Learning Through Multimedia Projects offers concrete and practical advice to help teachers through the challenges of working with multimedia projects, including: 
 * Instituting a production process, * Getting financial and logistical support and training, and * Taking on new teaching roles.
Throughout, practicing teachers who have implemented this model in their classrooms share stories of their successes and failures and give advice to teachers and students just beginning their adventures with this new learning approach.

Increasing Student Learning Through Multimedia Projects

Michael Simkins

Karen Cole

Fern Tavalin

ASCD

Learning Analytics Goes to School

Learning Analytics Goes to School presents a framework for engaging in education research and improving education practice through the use of newly available data sources and analytical approaches. The application of data-intensive research techniques to understanding and improving learning environments has been growing at a rapid pace. In this book, three leading researchers convey lessons from their own experiences―and the current state of the art in educational data mining and learning analytics more generally―by providing an explicit set of tools and processes for engaging in collaborative data-intensive improvement.

Learning Analytics Goes to School: A Collaborative Approach to Improving Education

Krumm, Andrew

Bienkowski, Marie

Learning Analytics Goes to School presents a framework for engaging in education research and improving education practice through the use of newly available data sources and analytical approaches. The application of data-intensive research techniques to understanding and improving learning environments has been growing at a rapid pace. In this book, three leading researchers convey lessons from their own experiences―and the current state of the art in educational data mining and learning analytics more generally―by providing an explicit set of tools and processes for engaging in collaborative data-intensive improvement.

Sponsored by SRI International 
This book presents six instructional models that have proven successful in teaching such advanced skills as reading comprehension, written composition, and mathematical reasoning to students who generally would be expected to fare poorly in a typical school program.

Teaching Advanced Skills to At-Risk Students: Views from Research and Practice (Jossey Bass Education Series)

Chelemer, Carol

Jossey-Bass Inc Pub

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Books by Means, Barbara