Research Area: Diversity
[Summary from: The Sloan Consortium, 2010] Online Education in the United States, 2010 represents the eighth annual report on the state of online learning in U.S. higher education. This survey is designed, administered and analyzed by the Babson Survey Research Group with support from Alfred P. Sloan Foundation. Data collection is conducted in partnership with the College Board. This year’s study, is aimed at answering some of the fundamental questions about the nature and extent of online education. Based on … Continue reading
[Summary from: MERLOT, 2010] Developmental students, who can be defined as students with academic skill and/or knowledge deficits, benefit from strategic support that includes self-regulation support. Because many developmental students are enrolled in online courses, it is important for online faculty members to provide effective self-regulation support in online learning environments. The most effective support strategies for online, developmental students include self-regulation support that a) helps students develop self-regulatory strategies and behaviors; b) is designed to help students transfer self-regulatory … Continue reading
[Summary from: Journal of Educational Technology and Society, 2009] This study analyzed gender differences in learning components, motivational beliefs, and achievement in self-regulated online learning environments. The study found no statistically significant differences in motivational beliefs, self-regulated learning variables, and achievement in programming with respect to gender. Yukselturk, E. & Bulut, S. (2009). Gender Differences in Self-Regulated Online Learning Environments, Journal of Educational Technology and Society, 12 (3).
[Summary from: Canadian Journal of Learning and Technology, 2009] Recognizing how culture might shape cognition and learning, we can value and design for the diversity of students and maximize their learning while improving the learning environment for all students. To celebrate cultural diversity and meet the challenges associated with designing for diverse learning styles and educational experiences, this paper offers a review of the literature and proposes a systematic three-fold approach to the creation and evaluation of multicultural instructional messages … Continue reading