Scholarship of Teaching and Learning

Assessment is an integral component of any successful teaching effort. Research has shown that students engage with subject matter based in part on their expectations about how their achievement will be evaluated. Educators who strive to bring authentic learning experiences to their students must devise appropriate and meaningful measures to assess student learning and mastery of concepts at hand. Although some barriers must be overcome, numerous examples point to the opportunities available for effective assessment of authentic learning initiatives. These approaches to assessment are vital to ensuring that models of teaching and learning with technology see their full potential.

Social network sites (SNSs) are increasingly attracting the attention of academic and industry researchers intrigued by their affordances and reach. This special theme section of the Journal of Computer-Mediated Communication brings together scholarship on these emergent phenomena. In this introductory article, we describe features of SNSs and propose a comprehensive definition. We then present one perspective on the history of such sites, discussing key changes and developments. After briefly summarizing existing scholarship concerning SNSs, we discuss the articles in this special section and conclude with considerations for future research.

This presentation will discuss the findings of an analysis of an open-ended question on the ideal learning environment included in a technology survey answered by 9,000 students. A team of researchers used grounded theory to find a description of a learning environment that would be suitable for a majority of those answering the question.

This session will examine models for collaborative learning evidenced within the context of an online Master of Educational Technology program. This session will examine models of online learning from pedagogical and instructional design perspectives and consider the epistemological implications of collaborative spaces for learning and knowledge production.

Burnout has been identified as a significant issue among those in instructional positions. The purpose of the present research was to identify and describe the status of burnout among higher education online instructors. The population for this study included responses of 76 online instructors employed by baccalaureate granting institutions within the United States. A demographic survey and the Maslach Burnout Inventory-Educators Survey (MBI-ES) were used to collect data from respondents. Data analysis
revealed online instructors possessed an average score on the emotional exhaustion subscale, high degree of depersonalization, and low degree of personal accomplishment

Creating a culture of evidence tops the list of important issues as the academic technology profession moves to an “Instruction 2.0” world.

Further research will determine whether clickers complement or surpass other active learning approaches in improving learning outcomes.