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.
"Research" examines academic studies of technology-enabled education initiatives, including the quality of the research and of its coverage in the press.
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.
Ed tech and learning science are both littered with obscure and hard-to-read journal articles written for a handful of other experts on one hand and empty puff pieces on the other. We need a middle ground.
While Moodle has global market share that far exceeds any other academic LMS, their number of new implementations seems to be dropping off substantially across the international regions that we track.
Professors from the Stanford Center for Education and Policy Analysis (CEPA) wrote a paper about the impact of online learning on outcomes, which was then condensed into a shorter paper for the Brookings Institute, which was then summarized by Inside Higher Ed. How do you think that went?