Teaching With Technology

Online and distance education teaching with technology resources

There are many general technology and teaching publications, as well as publications that target specific fields of study or specific technologies. The ISU library carries e-journal subscriptions to several journals. A few of these are marked below with “(ISU).”

You may find it useful to work through a site that reviews and categorizes e-learning research, such as http://www.elearning-reviews.org/

Journals, collections, papers

Faculty Focus, http://www.facultyfocus.com contains many articles, grouped into categories and tagged by keywords such as:

The Faculty Focus “Reports” section includes:

The American Journal of Distance Education, http://www.ajde.com/ (ISU)

EDUCAUSE Quarterly, http://www.educause.edu/eq (ISU)

EDUCAUSE reviews (ISU)

EDUCAUSE Learning Initiative’s (ELI’s) 7 Things You Should Know About… series — provides concise information on emerging learning technologies and related practices, http://www.educause.edu/ELI/ELIResources/7ThingsYouShouldKnowAbout/7495

The Journal of Distance Education, http://www.jofde.ca/index.php/jde/index (ISU)

Journal of Online Education, http://innovateonline.info/index.php?view=about (ISU)

Journal of Online Learning and Teaching, http://jolt.merlot.org/index.html (ISU)

T.H.E. Journal (Transforming education through technology) http://www.thejournal.com/

Emerging technologies reports, updates

2010 Horizon Report. Johnson, Laurence F., Levine, Alan, Smith, Rachel S. and Stone, Sonja. 2010 Horizon Report. Austin, TX: The New Media Consortium, 2010.

Effectiveness studies

No Significant Difference Phenomenon, http://www.nosignificantdifference.org/: This site is a searchable, ever-growing repository of comparative media studies in education research. It is a companion website to Thomas L. Russell’s book, “The No Significant Difference Phenomenon: A Comparative Research Annotated Bibliography on Technology for Distance Education” (2001, IDECC, fifth edition). Thes book is a fully indexed, comprehensive research bibliography of 355 research reports, summaries and papers that document no significant difference (NSD) in student outcomes based on the mode of education delivery (face to face or at a distance).

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, U.S. Department of Education http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf: “The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.”


Using Rubrics to Improve Teaching, Learning, and Retention in Distance Education
Cindy Rippe
Distance Education Report, 13(9), 6-6
(ISU members can obtain this online from Parks Library)
The article focuses on the importance of rubrics in distance education. It presents the concern of an online instructor with regards to the students’ perception of the lessons flashed on the screen and the possible miscommunications. It states that rubrics provide criteria for evaluation and makes grading fairer. Furthermore, rubrics also clarify student assignments and increases the student’s efficiency in creating projects. The variety of rubrics include Holistic and Analytical.

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