Contributed by Organizations or Campuses; Articles, Papers, and Reports; CMS; and Teaching and Learning
Minimum Indicators to Assure Quality of LMS-supported Blended Learning
| Title: | Minimum Indicators to Assure Quality of LMS-supported Blended Learning (ID: CSD5001) | | Author(s): | Robert Ellis (University of Sydney) and Rafael A. Calvo (University of Sydney) | | Source: | Journal of Educational Technology & Society | | Origin: | Contributed by Organizations or Campuses (07/02/2007) | | Type: | Articles, Papers, and Reports | | Abstract: | This study describes a set of institutional indicators that suggest minimum standards for the quality
assurance of learning supported by learning management systems in blended contexts. The indicators are evaluated by comparing seven universities that use a common learning management system to support student learning experiences. The responses to a qualitative questionnaire provide evidence of how the participating universities approach leadership, policy making, development, and evaluation as they relate to the quality assurance of learning management systems. A comparison among the universities reveals that they tend to have a better understanding of technical rather than educational issues related to quality assurance. A case is made for the need for universities to address key areas in order to reliably assure the quality of learning supported by learning management systems. | | View this resource: | |
Balancing the Learning Equation: Exploring Effective Mixtures of Technology, Teaching, and Learning
| Title: | Balancing the Learning Equation: Exploring Effective Mixtures of Technology, Teaching, and Learning (ID: CSD4506) | | Author(s): | Bonnie B. Mullinix (Monmouth University) and David McCurry (Monmouth University) | | Source: | The Technology Source | | Origin: | Contributed by Organizations or Campuses (2003) | | Type: | Articles, Papers, and Reports | | Abstract: | At present, faculty experience with technology varies widely: Some instructors have been developing Web-enhanced learning environments for quite a while, and others have just joined these ranks. In general, though, technology has come to seem less novel in higher education, and its prevalence has allowed faculty discussions to move beyond discussions of mere availability to more critical issues associated with instructional design. In what follows, we offer a descriptive matrix of online instruction in order to facilitate discussion among faculty members and to promote experimentation with different formats. | | View this resource: | |
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