A guest post by Carnegie Mellon researchers gives us more perspective and follow-up information on a study about faculty reluctance to adopt “innovative” teaching practices.
"Research" examines academic studies of technology-enabled education initiatives, including the quality of the research and of its coverage in the press.
New view of North American LMS market share, this time scaled by institutional enrollments. Second part in series.
New view of North American and European LMS market share, this time based on enrollment bands for small, medium and large institutions
A Carnegie Mellon University anthropological study identifies a few common reasons why faculty hesitate to try new teaching practices, among which is a fear of looking stupid. IHE columnist John Warner responds.
Thanks to the broadest view of the installed base of LMS solutions across the globe, we can see a duopoly from Moodle and Blackboard Learn.