scholarly journals Four Platforms For Teaching Online Discussed: NOVA Southeastern University, University Of Maryland University College, Strayer University, And The University Of Phoenix

2011 ◽  
Vol 1 (3) ◽  
Author(s):  
Clem Ehoff ◽  
Dahli Gray Helmi ◽  
Orapin Duangploy
Keyword(s):  
Teaching And Learning ◽  
Application Process ◽  
Process Technology ◽  
University Of Maryland ◽  
Teaching Online ◽  
University Of Phoenix ◽  
University College ◽  
Nova Southeastern University ◽  
Course Length ◽  
The University

Teaching online is a growing phenomenon with challenges and differences that need to be discussed. This paper addresses selected challenges and differences. The paper is based on selected literature and the authors experience and expertise in teaching online. The four platforms compared are those used by the University of Phoenix, the University of Maryland University College, Strayer University, and NOVA Southeastern University. Comparing the programs revealed definite differences. Areas compared include the following: application process, interview process, technology training, mentoring, course length, class size, teaching location, teaching styles, exam process, team teaching and learning, syllabi, and other issues.

scholarly journals THE MASTER OF DISTANCE EDUCATION PROGRAM: A COLLABORATION BETWEEN THE UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE AND OLDENBURG UNIVERSITY

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Eugene Rubin ◽  
Ulrich Bernath ◽  
Mark Parker
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Learning Program ◽  
Student Centered ◽  
Distance Education Program ◽  
University Of Maryland ◽  
University College ◽  
The University

On November 15, 2003, The Master of Distance Education (MDE) program at the University of Maryland University College (UMUC) received the 2003 Sloan-C award for Most Outstanding Online Teaching and Learning Program. This award was given to the MDE “for an asynchronous, student-centered online graduate program that responds to the worldwide need for qualified managers of distance education programs in industry and academe.” This paper provides information about the program, the partnership and the curriculum.

Implementing discipline-specific searches in EBSCO Discovery Service

2014 ◽  
Vol 115 (3/4) ◽  
pp. 102-115 ◽  
Author(s):  
Li Fu ◽  
Cynthia Thomes
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Content Type ◽  
University Of Maryland ◽  
Search Results ◽  
Discovery Service ◽  
University College ◽  
Effective Teaching And Learning

Purpose – This paper discusses how University of Maryland University College (UMUC) librarians customized EBSCO Discovery Service (EDS) to allow for searching across librarian-selected sets of discipline-specific databases. Discipline-specific searching results in a smaller and more relevant set of search results, which can make research more efficient and effective. Design/methodology/approach – This paper describes the collaboration between systems and reference and instruction librarians to develop, test, launch, promote, and assess discipline-specific searching in EDS in support of effective teaching and learning. Findings – Customization of a discovery tool to allow researchers to run searches across pre-selected sets of discipline-specific databases is beneficial to the researchers since it enables them to find a smaller and more relevant set of search results than they would otherwise receive if they searched across all databases available in the discovery tool. Originality/value – This paper provides detailed instructions regarding customization of EDS to allow for discipline-specific searching and discusses ways in which this enhancement can be brought to researchers' attention during reference and instruction interactions. This paper should be of interest to technical librarians as well as to reference and instruction librarians.

Partners in Storytelling

2011 ◽  
pp. 314-318
Author(s):  
William Shewbridge
Keyword(s):  
New Media ◽  
Teaching And Learning ◽  
Baltimore County ◽  
Media Technology ◽  
University Of Maryland ◽  
Broadcast Network ◽  
Technology In Teaching ◽  
The University ◽  
The Relationship

In 2006, the University of Maryland, Baltimore County (UMBC) entered into a unique partnership with Retirement Living Television (RLTV). Initially driven by the practicalities of bringing a new broadcast network to air, the relationship came to influence the role of new media technology in teaching and learning on the UMBC campus. The Charlestown Project brought university students and senior citizens together to create short digital movies. The project also became a catalyst for creating human connections beyond the campus and across generations. Along the way, students formed new attitudes towards aging and community, and the campus attained an increased awareness of the power of digital storytelling.

Sustaining ePortfolios

2011 ◽  
pp. 2150-2162
Author(s):  
Yi-Ping Huang
Keyword(s):  
Teaching And Learning ◽  
Professional Community ◽  
Teacher Education Programs ◽  
Policy And Practice ◽  
Web Based ◽  
University Of Maryland ◽  
Accountability System ◽  
State Accreditation ◽  
Education Accountability ◽  
The University

The teacher education programs at the University of Maryland Baltimore County (UMBC) and its professional community have undergone substantial changes, as developing and sustaining interventions for systemic impact involve changes in culture, policy, and practice. This chapter discusses the progress, challenges, and changing dynamics associated with sustaining an ePortfolio. An ePortfolio is an integral part of a Web-based Education Accountability System (EAS) developed and implemented by the author and the Department of Education to facilitate community-based teaching and learning, to help address national and state accreditation mandates, and to ensure continual improvements.

Exploring the Impact of SoTL on Day-to-Day Learning and Teaching

2020 ◽  
pp. 388-412
Author(s):  
Andrea Rose Carr ◽  
Jo-Anne Kelder ◽  
Joseph Crawford
Keyword(s):  
Teaching And Learning ◽  
Evaluation Research ◽  
Curriculum Evaluation ◽  
Learning And Teaching ◽  
Barriers And Enablers ◽  
University College ◽  
Action Researcher ◽  
The University ◽  
The Impact

The Curriculum Evaluation Research (CER) Framework was developed as a response to increasing scrutiny and expectations of the higher education sector, including legislated standards for curriculum and professional teachers that explicitly require a systematic and comprehensive approach to evaluating curriculum. The CER Framework is designed to facilitate a scholarly environment to drive and assure the quality of a curriculum and the capabilities of its teaching team. It stems from a synthesis of teacher as action researcher (TAAR), quality improvement (QI), quality assurance (QA), and the Scholarship of Teaching and Learning (SoTL) applied to the curriculum as it is designed, taught, and revised. In this chapter, the implementation of the CER Framework to the University College is reviewed and evaluated. The University College is an organisational unit comprises approximately 600 students and 80 staff. This chapter includes a reflection on the barriers and enablers of implementing the CER Framework.

Beyond the Horizon

2014 ◽  
pp. 265-289
Author(s):  
Diane M. T. North
Keyword(s):  
Social Engagement ◽  
Learning Approach ◽  
University Of Maryland ◽  
Threaded Discussions ◽  
Face To Face ◽  
History Of ◽  
Course Length ◽  
The University ◽  
Goals And Objectives

The mission of this chapter is to explain the extensive step-by-step process involved in creating and teaching an online university humanities course based upon the primary educational philosophy called “constructivism.” Instead of using a distance learning or correspondence model, the University of Maryland University College’s learning approach focuses on “construction and engagement” or intensive interaction among students and professors. This social engagement (professor to student and student to student) requires more time, energy, and thought on the part of students and faculty members than face-to-face teaching. As a case study in teaching the History of the American West online within an intensive eight-week course length, this chapter provides concrete information about the course’s required concepts, skills, goals and objectives, project assignments, conference participation requirements for threaded discussions, assessment methods, and grading rubrics. The case study also addresses the current challenges facing the implementation of the course and offers recommendations. Although some of the details specifically relate to teaching a history course, they are applicable to any humanities course.

scholarly journals Strategies To Win: Six-Steps For Creating Problem Statements In Doctoral Research

2011 ◽  
Vol 2 (11) ◽  
Author(s):  
Kimberly D. Blum ◽  
Amy E. Preiss
Keyword(s):  
Doctoral Students ◽  
Education Students ◽  
Problem Statement ◽  
Step Method ◽  
Teaching Online ◽  
University Of Phoenix ◽  
Face To Face ◽  
Know How ◽  
Doctoral Research ◽  
The University

The problem in a doctoral dissertation is the most critical component of the study. (Creswell, 2004; Simon & Francis, 2004; Sproull, 1995). The problem explains the rationale for the study, validates its importance, and determines the research design. Many students do not know how to write a problem statement despite its importance (Simon & Francis, 2004). Currently no systematic process exists to teach students how to write a problem statement. The problem is compounded for distance education students who do not have face-to-face instructor contact. This article will present a six-step method for teaching online doctoral students how to write a problem statement. The process is used at the University of Phoenix Online School of Advanced Studies (SAS).

scholarly journals Interview with Amos Paran, Specialist in L2 Reading and Literature in Language Teaching

2017 ◽  
Vol 41 (2) ◽  
pp. 16
Author(s):  
Simon Bibby ◽  
Anna Husson Isozaki
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
L2 Reading ◽  
University College ◽  
The University ◽  
Language Teaching And Learning

Dr. Amos Paran teaches MA and PhD students at the University College London’s Institute of Education. Fluent and literate in English, Hebrew, and German himself (with a bit of Spanish and French), he is probably best known for his research and writing on literature in foreign language learning. Among the recent books he has written, edited and co-edited are Literature —Into the Classroom with Pauline Robinson (2016), Testing the Untestable in Language Education (Multilingual Matters, 2010) with Lies Sercu, and Literature in Language Teaching and Learning (2006, TESOL).

Developing Scholarly Teaching at a Research University

2013 ◽  
pp. 212-227
Author(s):  
Spencer A. Benson ◽  
Ann C. Smith ◽  
David B. Eubanks
Keyword(s):  
Learning Communities ◽  
Student Learning ◽  
Teaching And Learning ◽  
Research University ◽  
Scholarly Activity ◽  
University Of Maryland ◽  
Professional Career ◽  
Faculty Learning Communities ◽  
Study Approach ◽  
The University

In this chapter, the authors explore how faculty learning communities that focus on teaching and student learning have been instrumental in transforming the perception of teaching as a “tax to be paid” into an engaging scholarly activity. Faculty engagement in learning communities devoted to teaching and learning facilitates the development of new knowledge and insights into teaching and student learning as well as new perceptions regarding the roles of teaching in the faculty’s professional career. Using a case study approach, the authors describe various examples of learning communities at the University of Maryland that have transformed perceptions about teaching.

Sustaining ePortfolios

2011 ◽  
pp. 503-519 ◽  
Author(s):  
Yi-Ping Huang
Keyword(s):  
Teaching And Learning ◽  
Professional Community ◽  
Teacher Education Programs ◽  
Policy And Practice ◽  
Web Based ◽  
University Of Maryland ◽  
Accountability System ◽  
State Accreditation ◽  
Education Accountability ◽  
The University

The teacher education programs at the University of Maryland Baltimore County (UMBC) and its professional community have undergone substantial changes, as developing and sustaining interventions for systemic impact involve changes in culture, policy, and practice. This chapter discusses the progress, challenges, and changing dynamics associated with sustaining an ePortfolio. An ePortfolio is an integral part of a Web-based Education Accountability System (EAS) developed and implemented by the author and the Department of Education to facilitate community-based teaching and learning, to help address national and state accreditation mandates, and to ensure continual improvements.

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